THE SECOND 
SCHOOL YEAR 




henre™ M.ULLD' 



MIM 




Rnok L Qi^^. 
CopightJl? 



COPYRIGHT DEPOSnV 



The Second School Year 



A Course of Study with Detailed 

Selection of Lesson 

Material 

Arranged by Months and Correlated 

BY 

HENRIETTA M. LILLEY 

Training Teacher for Second Grade, South- 
Western State Normal School 
California, Pennsylvania 



THEODORE B. NOSS, Ph. D. 

General Editor of the Series 

Principal of the South-Western State Normal School 

California, Pennsylvania 



CHICAGO 

A. FLANAGAN COMPANY 



V 






Copyright 1909 



A. Flanagan Company 



248348 



^ 



PREFACE BY THE GENERAL EDITOR 



The authors of this series of books for the various 
school years realize fully the difficulty of the task under- 
taken. In our own training-school we have felt the need 
of a course of study worked out for the successive school 
months and put in printed form so that each student 
teacher might have in convenient form the general plan 
of the work to be done in any grade of the school. The 
proper use of the books does not lead to dull uniformity; 
but, on the other hand, the general scheme of the work 
being definitely and consistently arranged, the mind of the 
teacher is left the more free to study variety and intro- 
duce new material. The use of the books is designed 
to encourage rather than discourage originality in the 
teacher, to suggest the collecting, day by day, of new 
material, and to provide a definite place for all that is 
collected. 

It is believed that the sequence of subject-matter in 
each branch is approximately correct, and that the gen- 
eral scheme for the correlation of the various subjects 
is natural and helpful. The individuality of the teacher 
has ample scope to display itself, in making such addi- 
tions and omissions as may seem desirable. 

The work of the General Editor has consisted chiefly 



6 PREFACE BY THE GENERAL EDITOR 

in proposing the general plan for the books, in grouping 
and correlating the school studies, and in incidental aid 
in getting the books through the press. 

Whatever credit attaches to the working out of the sub- 
ject-matter in each year belongs wholly to the individual 
authors of the books. 

THEO. B. NOSS. 

California, Pa. 



PREFACE BY THE AUTHOR 



The aim in this book is to arrange in a concise form 
the work done by Second Year children in the South- 
western State Normal School of California, Pa. The 
work outlined will not be exactly that done by the second 
grade each year, for precisely the same conditions will 
not exist from year to year. But the general plan as out- 
lined in the Conspectus is to be followed. The motive 
has been to present the work for the best all-round devel- 
opment of the child; to give each what he needs for his 
growth to-day. Inasmuch as habits are being formed now 
that will determine largely what the grown-up man is to 
be, the cultivation of good habits should be a guiding 
motive. It should be the aim of the teacher to cultivate 
attention, judgment, industry, neatness, helpfulness, and 
honesty in thought and expression, preparing the child 
for living in the world with others, respecting their 
rights. 

The various subjects suggested and outlined are used 
on account of their closeness to the life of the child. 
The child delights in the song of the bird and of the 
brook. He climbs dangerous rocks for a bright flower. 
He is deeply interested in nature, and through a practical 
study of material that is alike attractive and accessible, a 



8 PREFACE BY THE AUTHOR 

substantial basis is found for the best possible training in 
the various form studies, such as number, reading, and 
writing. For this reason Nature Study has been largely 
used as the basis of the course, and other subjects have 
been correlated with it. 

The child's own thoughts are primitive, so he loves 
to help primitive people construct their houses and invent 
tools, dishes, and other things necessary to them. This 
line of work will often hold an important place, as in 
the Indian work and the story of Hiawatha. Thanks- 
giving, Christmas, and New Year's are days of special 
importance (as are the birthdays of Washington, Long- 
fellow, Lincoln, and Froebel, and are for a time the 
center of thought. Many poems are given that have a 
close relation to the nature work. 

H. M. L. 



CONSPECTUS 



CONSPECTUS OF 





I NATURE STUDY 


II LITERATURE 


AND HISTORY 




General Observations. 


Stories. 


Home Life. 




Birds. 


The Happy Family. 


Location and plan 




Insects. 


Little Goldenrod. 


of house. 


Plants and flowers. 


Story of Clytie. 


Material. 


n 


Weather. 


The Sheep and the 


Laborers. 




Sky. 


Pig. 


The work. 


Special Study. 


King Solomon and 


Rooms. 


H 


Insects: Caterpillar; 


the Ants. 


Work of the home. 


D- 


butterfly; ant. 


Life of a Butterfly. 


etc. 


u 


Flowers: Mallow. 


Aurora and Tithonus. 


Robinson Crusoe. 


Vi 




The Walnut Tree. 


At home. 






Rhoecus. 


The voyage. 






Poems. 


The island, etc. 






The Tree. 








In September. 






General Observations. 


Stories. 


The Indian. 




Trees. 


The Constant Tin 


Nokomis. 




Seeds. 


Soldier. 


Hiawatha. 




Special Study. 


The Three Billy 






Dissemination of 


Goats Gruff. 






seeds. 


Seedlings on the 






Milkweed. 


Wing. 






Burdock. 


The Little Brown 






Wheat. 


Seed. 




06 
(0 


Plant preparation 


Treasure Boxes. 




for winter. 


Psyche's Task. 




Evaporation. 


Chestnut Boys. 








Aqua. 






What the Fire 




U 




Sprites Did. 




° 




Poems. 

Young Night 
Thoughts. 








My Shadow. 






General Observations. 


Stories. 


The Pilgrims. 




Birds. 


Why the Bear Is 






Leaves. 


Stumpy-Tailed. 




i 

> 

i 


Fruit. 


Toomai of the Ele- 




Special Study. 


phants. 




Heat. 


Peep Star. 




The Apple. 


Diana and Endym- 




Nuts. 


ion. 




Preparation for 


Apollo. 




winter. 


Aurora. 




Birds. 


The Secret of Fire. 






The Tinder Box. 








Coming and Goixig. 








The Storks. 








Poems. 






1 General Observations. 


Christmas work. 


' 




Animals. 


Christmas stories. 





Special Study. 
The sheep. 
Wool. 
The pine. 
Other evergreens. 



Christmas poems. 
Christmas in other lands. 



SECOND YEAR WORK 



III NUMBER 



Nature Study prob- 
lems. 

Lines. 

Making book. 

Pentagon and octa- 
gon. 

Outdoor measurement. 
Use of the yard. 

Abstract work. 

Numbers 10. 11. 12. 



Nature Study Prob- 
lems. 

Lines. 

Scale work. 

Making seed envel- 
opes. 

Making box. 

Making table. 

Making chair. 



Nature Study prob- 
lems. 
Rectangles. 
Area. 
Lines. 
Weight. 
Drill. 



A.rea. 
Triangles. 
Making a sofa. 
Making Christmas 

cards. 
!tfaking a sled. 



IV LANGUAGE 



Oral Expression. 

Telling stories. 

Telling observa- 

tions. 
Written Expression. 

Trees. 

The Little Pine 
Tree. 
Reading. 

Animal life. 

A butterfly. 



Oral Expression. 

Telling stories. 

Telling observa- 

tions. 
Written Expression. 

October. 

Leaf. 
Reading. 

Stories of plants. 

Stories of Indians. 



Oral Expression. 

Telling stories. 

Telling observa- 

tions. 
Written Expression. 

Drying apples. 

Nuts. 

Birds. 
Reading. 

From All the Year 
Round. Autumn. 

Nature stories. 



Oral Expression. 

Discussions. 

Telling stories. 
Written Expression. 

Sheep. 

Shepherds. 

Christmas. 
Reading. 



V THE ARTS 

Writing: Words; sen- 
tences. 

Drawing: Illustration 
of stories; insects, 
fruits, leaves. 

Painting: River hill; 
butterfly on flower; 
goldenrod and as- 
ters. 

Modeling; fruits; val- 
ley, river, and cave 
in a story. 

Music: Theory. Songs. 

Pictures: Animals. 



Writing: Letters and 
words; sentences 
connected; stories. 

Drawing: Illustration 
of stories; seeds; 
plow; flail; wheat- 
field. 

Painting: October 

landscape; trees; 

Indian ^with bow 
and arrows; wig- 
wam; catooe; vase. 

Modeling: Indian 
settlement; clay 
dishes; vase. 

Making: Envelopes; 
canoe; wigwam. 

Music: Theory. Scale 
work. Songs. 

Pictures: Ruth the 
Gleaner; the Ange- 
lus; the Harvest; 
Indian pictures. 



Writing: Words; let- 
ters; sentences. 

Drawing: November 
landscape; nuts; 

fruit; Mayflower; 

Pilgrim home. 

Painting: November 
landscape; fruit. 

Modeling : Pilgrim mill ; 
Plymouth colony. 

Making: Pilgrim 

house; Mayflower. 

Music: Theory. Songs. 

Picture: Pilgrim Ex- 
iles. 



Writing: Drills on let- 
ters and sentences. 

Drawing: Shepherd 
scene; camel. 

Painting: December 
laadscape; Christ- 
mas tree; buds. 

Modeling: Animals; 
Bethlehem; vase. 

Making: Paper-mat 
weaving; Christmas 
cards. 

Music: Theory. Songs 

Pictures. 



CONSPECTUS OF 





I NATURE STUDY 


II LITERATURE AND HISTORY 




General Observations. 


Stories. 


The Cliff Dwellers. 




New Year. 


Story of the New 


The Pueblo Indians. 


Weather. 


Tear. 




< 


Special Study. 


Stony and Rocky. 




5 


Foods. 


The Bean, the 




z 


The Chicken. 


Straw and the Coal. 




<j: 


Coverings of ani- 


The Four Winds. 




i-> 


mals. 

The squirrel. 
Animals in winter. 
Air. 


Poems. 






General Observations. 


Poems. 


The Laplanders. 


>* 


Special Study. 


Shingebis the Diver. 


Washington. 


Trees. 


A Fern Leaf. 




PC 

< 


Wood. 


Paul Revere's Ride. 




Paper. 


Fables. 




River pebbles. 






Fossils. 






U 








b 










General Observations. 


Stories. 


The Tree Dwellers. 




Signs of. returninfe- 


Spring and Her 


Holland. 




spring. 


Helpers. 






Birds. 


Wind. 






Flowers. 


Peter at the Dyke. 




X 


Grass. 


Poems. 




Temperature. 


The Cherry Tree. 




Special Study. 


Dandelion. 




<< 


Light. 






S 


Solution and crys- 






tallization. 








Botany. 








Sugar-making. 








General Observations. 


Stories. 


The Cave Men. 




Plants. 


Birds of Killing- 






Showers. 


worth. 






Birds. 


The Drop of Water. 






Special Study. 


A Legend of the 




J 


Water. 


Cowslip. 






Flowers. 


The Wind and the 




ou 


Germination. 


Sun. 




Woodpecker. 






Gardening. 








General Observations. 


Stories. 


The Lake Dwellers. 




Plants. 


Hiawatha's Fishing. 


Abraham Lincoln. 




Special Study. 


Tad and Polly. 






Soil. 


Frogs and Toads. 






Earthworms. 


The Pea Blossom. 




>4 


Crayfish. 






<: 


Snail. 






s 


Fish. 







SECOND YEAR WORK 



III NUMBER 



Nature Study prob- 
lems. 
Area. 

Liquid measure. 
Making cradle. 



Nature Study prob- 
lems. 
Area. 

Square foot. 
Bulk. 
Time. 
Making button box. 



Nature Study prob- 
lems. 
Parallelogram. 
Cylinder. 
Map of town. 
Lines. 
Making card case. 



IV LANGUAGE 



Practical problems. 
Nature Study prob- 
lems. 
Trapezoid. 
Making a tent. 



Nature Study prob- 
lems. 

Review of inch, foot, 
yard. 

Review of figures. 

Scale work. 

Making letter case. 



Oral Expression. 

Telling stories. 
Written Expression. 

Reproducing stories. 

The chicken. 

Foods. 
Reading. 

Nature Reader. 

Stories. 



Oral Expression. 

Telling stories. 
Written Expression. 

Writing stories. 
Reading. 

All the Year Round. 

Winter. 

Arnold's Reader. 



Oral Expression. 
Telling stories. 
Written Expression. 

Nature Study. 

Literature. 

History. 
Reading. 

Stevenson Reader. 

Richmond Reader. 



Oral Expression. 

Telling stories. 
Written Expression. 

Letter writing. 

Experiments. 

Stories. 
Reading. 

Printed lessons. 

Arnold's Reader. 

All the Year Round. 



Oral Expression. 

Telling stories. 
Written Expression. 

Experiments. 

Stories. 

Story of the plow. 
Reading. 

Printed lessons. 

Bass's Nature 
Reader. 



V THE ARTS 



Writing: Sentences; 

stories. 
Drawing: Illustration 

of stories; animals 

and plants. 
Painting: January 

landscape; fruits. 
Modeling: Vases. 
Making: Cliff home. 
Music: Theory. Songs. 
Pictures. 



Writing: Sentences 

and words. 
Drawing: Illustration 

of stories; animals 

and plants. 
Painting: February 

landscape. 
Modeling: Stories. 
Making: House of Lapps. 
Music: Theory. Songs. 
Pictures. 



Writing: Drills in 
penmanship; language 
lessons; words. 

Drawing: Illustra- 

tions for stories; 
sugar-camp. 

Painting: March land- 
scape; plant and 
animal life. 

Modeling: Holland 

and its dykes. 

Making: Tallow can- 
dles; ancient lamps. 

Music: Theory. Songs. 

Pictures: Birds; 

Dutch scenes. 



Writing: Daily drills 
in letters and 
words. Letter- 

writing; stories. 

Drawing? Illustrations 
for stories ; flowers and 
plants; animals. 

Painting: April land- 
scape; flowers, 
birds; seeds; trees. 

Modeling: Cliff and 
caiion; pottery. 

Making: Apparatus. 

Music: Theory. Songs. 

Pictures. 



Writing: Letter writ- 
ing; sentences; stories. 

Drawing: Illustrations 
for stories; animal 
and plant life. 

Painting: May land- 
scape; flowers; 
pond; flag. 

Modeling: Home of 
Lake Dwellers. 

Making: Flat-boat. 

Music: Theory. Songs. 

Pictures: Lincoln; 
fisherman. 




NATURE STUDY 



"Life is never more real than it is in childhood, and 
from the beginning the child must be kept in constant 
touch with those facts, phenomena, and forces in na- 
ture with which he must deal both as child and man. Not 
as a preparation for real life but for real life itself, 
should the work of the school-room be planned. 

"This is not to be accomplished by totally discardmg 
established studies, but through the intelligent applica- 
tion of them to subjects of thought in which the children 
are, by nature, deeply interested. Experience has shown 
that through a practical study of the material afforded 
by the broad domain of nature, a substantial basis in 
thought is established which demands, and with good 



16 THE SECOND SCHOOL YEAR 

teaching will secure, the best possible training in the 
various form studies — drawing, painting, modeling, mak- 
ing, writing, number, and language — which are rightfully 
considered of fundamental importance. The thoughtful 
study of nature is not less a necessary preparation for 
the full appreciation of much that is beautiful and valu- 
able in literature. 

"It is not too much to say that Nature Study, in all 
its phases, is the first necessity and inalienable right of 
the child. By the shimmering light, through the tremu- 
lous air, and to his inquisitive touch, nature speaks to 
the child while even his mother strives vainly to be un- 
derstood. Education begins with these initial touches, 
and, as contact with nature widens and intensifies, the 
senses quicken, the judgment strengthens, the rational 
imagination grows, and the thoughts which come into the 
mind as it contemplates the mutual adaptations of the dif- 
ferent parts and their relations to the whole are, in their 
suggestions of infinite law, the loftiest that can possess 
the human soul." — Wilbur S. Jackman. 

After the vacation following the first year's work the 
child returns to school with his mind centered on the 
butterflies, birds, and insects, the garden and the flowers, 
the creek or the river with its fish and crayfish or its peb- 
bles and sand. Each day he carries some of these treas- 
ures to the schoolroom, where all may enjoy them. They 
are his friends. He has played with them all his life. 
He has talked to them and they have answered his many 
queries. Their interests, therefore, must furnish the main 
part of the work for the month. The old and natural 



SEPTEMBER— NATURE STUDY 17 

interests in the world around him are to be so intensi- 
fied that he can : — 

1 Discover new relationships — as between soil, plants, 

and animals. 

2 Observe more about these things. 

3 Find new and clearer ways of expressing himself. 

4 Make himself helpful to others and kind to the help- 

less. 

The topics selected for study are those that bear di- 
rectly upon the lives of the children as the necessities of 
life — food, air, water, shelter, and clothing. Aid will 
be given by the use of simple experiments, that the chil- 
dren may be able to answer their own questions, and 
understand how to improve the conditions around them; 
that they may know the value of and understand how to 
get pure air to breathe, pure water to drink, and whole- 
some food to eat. In any line taken up, the children are 
to do all the work. They are to discover the impurities 
in the water, test to see what these impurities are, and find 
ways to purify the water for drinking. 

They will plant the seed; study the conditions for its 
best growth, as to soil, heat, and moisture; study the 
ripened fruit and its constituents, and thus make a prac- 
tical study of food. 

It is expected, in this line of work, that the children 
express their observation of the changes which take place 
during the year. It is taken up by a study of four sea- 
sonal pictures, which calls for very careful observation of 
the plants, animals, and soil of the locality. A chart has 
been arranged in which a record is kept of the forces 
which cause these changes. 



THE SECOND vSCHOOL YEAR 



DEW 
FROST 



The sunshine chart will help to make the season picture 
clearer. The month name and an appropriate picture (as 
Goldenrod and Asters for September) will be a sug- 
gestive heading. A bright yellow circle will denote a sun- 
shiny day. Gray will denote a cloudy day. For a cloudy 
morning and a bright afternoon, gray will partly cover 
the yellow circle. An arrow is cut out of paper and 
pasted on to show the direction of the wind. Other sym- 
bols are put on to show dew, frost, ice, snow, or rain. 

Many trips will be made upon the school-grounds. 
The natural interests of the children will be carefully 
studied. They will paint the school-grounds and our 
river hill in their September green. They will notice the 
flowers and make a collection to be pressed and mounted. 
The insects in the yard and their doings will be of in- 
terest. At the start the teacher must be guided by the 
interests of the children. The large collection of things 
brought into the school will be used to further the interest 
in life in the vicinity. The colors will be talked about; 
the spectrum will be shown and a game played in which 
its colors will be matched by the colors in nature. 

Insects 

This subject is so vast and the books dealing with it 
are so technical that it has been difficult to know where 



SEPTEMBER— NATURE STUDY 19 

to begin or what to do. But leaving, if you please, the 
anatomy, the minute structure, and the classification for 
the specialist, we have an interesting^ field in the common 
forms alive and at their work. There is not a spot so 
inhospitable that some insects cannot adapt themselves to 
it. Look for them under stones and logs, on the leaves 
and the grass, and in holes in the ground. Notice the 
diflference between those that live out in the open air and 
those found under logs and stones. 

The aim is to teach what every one should know about 
a few of the most important insects, which may be taken 
up in such groups as the following : — 

1 Insects of the Garden : Potato beetle, rose slug, bark 

louse, cabbage butterfly, apple maggot, grape moth. 
Tell their life-story. Observe them at work. Do they 
chew, or suck, or bore ? How do they injure fruit ? How 
may they be destroyed ? 

2 Insects of the Household: Cockroaches, flies, mos- 

quitoes, carpet beetles, clothes moths. 
Observe them at work. Tell their life-story. How can 
we get rid of them? 

3 Insects Beneficial and Beautiful: Honeybees, lady 

beetles, dragonflies, butterflies, and moths. 
Life-story and work. 

The Caterpillar. 

SUGGESTIONS FOR STUDY 

1 Make a collection of eggs if possible. At least get a 
variety of caterpillars and interest the children in bringing 
others. The milkweed caterpillar is easily obtained. 

2 To keep caterpillars : Fill a box with earth. Imbed 



20 THE SECOND SCHOOL YEAR 

a bottle in the earth. Fill the bottle with water. Place 
in the bottle a branch or leaves upon which the caterpillar 
feeds. Cover the plant and the caterpillar with a lamp 
chimney, pressed down in the earth. Cover the top of 
the chimney with a netting. 

3 Observe the caterpillars. 

a How do they move? How climb up the glass 

and the netting? 
b How many legs have they? How do they use 

their legs ? 
c How do they eat? How does their eating 

compare with ours? 
d How and where do they spin? 
e How does the caterpillar change to a chrysalis ? 

4 Watch the pupae. Some of these will mature in the 
fall. Put others away until spring. 

5 Habits and structure. 

a Injurious to plant or fruit, or not? 
b Body : Shape, length, rings. Head. 

6 Movements: Body, legs. 

7 Life. 

^7 How long do they live? 
b Where are the eggs left? 

The Butterfly. 

SUGGESTIVE OUTLINE 

I Development of the caterpillar to the butterfly. 

The caterpillar brought to the room, if properly fed 
and cared for, will have begun the cocoon. The chil- 
dren will doubtless remember the cocoons that were kept 



SEPTEMBER— NATURE STUDY 21 

in the schoolroom the previous year, and their joy at the 
moth flying around the room. 
II Characteristics. 

1 Colors on one butterfly, the most brilliant parts. 

2 Size. 

3 Variety. 

4 Habitat. 

a In the daytime. 
h During night or dark days. 
c Compare the color of the butterfly with 
the color of flower it visits. 

5 Parts. 

a Head : Eyes, feelers, tongue. 

b Thorax. 

c Abdomen. 

d Wings : Compare the fore and hind wings. 
Compare the right and left wings of the 
same pair. Notice the venation of each. 
Notice upper and under parts of the 
wings. Which are the more brilliant? 
Is this any advantage to the butterfly? 

e Legs: Number, joints, use. Notice how 
a butterfly clings to a plant. 

6 Food : Where obtained, solid or liquid. No- 

tice the use of the tongue. Notice the tongue 
when not in use. 
The grasshopper might be taken up in much the same 
manner. The beetle also would be interesting and might 
with profit be used as a special subject for study. 
The Ant. 
Ants are by far the most abundant of oui roadside 



22 THE SECOND SCHOOL YEAR 

insects. Every one has been attracted to them, for their 
silent lessons in thrift and industry. Although they have 
been acquaintances of the pupils for some time, many in- 
teresting facts may be found out by close observation. 

Ants are social, very many working together to make 
a common home. In the warm September days the air 
will seem to be filled with thousands of flying ants. "Their 
moving wings divide the sun's rays into rainbow flashes, 
as they rise and fall, a silent onward-moving host. This 
is the wedding journey of the male and female ants, 
which have come from many communities and have taken 
flight together." In a short time the journey is over and 
they come down to the earth, where the males soon die. 
The females have no more use for their wings, so tear 
them ofif, and set to work to find a place in which to lay 
their eggs. 

The queen ant is not jealous, like the queen bee, but 
may live in peace with many other queens in the same 
dwelling. The larvae of ants are white and legless. Most 
species spin cocoons, which are the long egg-shaped bodies 
so often taken for ant eggs. The eggs are so small that 
they escape observation unless very careful search 
is made for them. 

The ants most commonly observed are the workers, 
perhaps because they constitute by far the greatest num- 
ber of individuals found in any nest. They are the most 
interesting portion of the colony because they do all the 
work. They build the nest, feed the colony, care for the 
young, and carry on wars. 

There are many forms of ant nests. Some ants build 
a simple tunnel in the earth; some have a large mound 



SEPTEMBER— NATURE STUDY 23 

with tunnels and galleries leading many feet under- 
ground, and still others live in old hollow trees. 

Outdoor observation will be encouraged. With some 
care, the ants may be so favorably kept in the school- 
room that the questions of habits, food, and home will 
answer themselves. 

SUGGESTIVE OUTLINE 

I The ant home. 

1 Outside. 

2 Underground : Rooms, halls. 

II The work of ants in making a nest. 

1 Select a place for the home. 

2 Dig a hole with fore feet. 

3 Work with feet and jaws. 

4 Roll the dirt into balls and carry it out. 

5 Make rooms and halls. 

6 Work and rest periods. 

III Parts of the body, their uses. 

1 Feelers. 

2 Jaws. 

3 Teeth. 

4 Feet. 

5 Wings. 

IV The ant at home. 

1 Work ants; duties 

2 Queens. 

3 Drones. 

V Habits. 

1 Kindness. 

2 Industry. 

3 Swarms. 



24 THE SECOND SCHOOL YEAR 

4 Traveling. 
VI Food. 

Flowers 

The special object of a study of flowers is to awaken 
an interest in the work of the plant ; to teach something 
about the plant as a whole, the relation and work of its 
parts, and the history of its life from the planting of the 
seed to the formation of the seed ; to show the child how 
Nature protects and cares for her children; to lead the 
child to love the flowers. A deep-rooted, genuine love 
is worth infinitely more than any amount of knowledge 
about flowers. 

The flower taken for study should be one with large, 
simple blossoms, showing all stages in the formation of 
leaves, flowers, and fruit, as the sweet pea, the primrose, 
the buttercup or the mallow- 

The Mallow. 

The mallow is an interesting plant to begin with, be- 
cause the children are familiar with it and because of its 
habits of turning its leaves toward the sun, and closing 
its flowers at night. It is one of the commonest weeds 
of our dooryards. 

FIELD LESSON — SUGGESTIVE POINTS 

1 See where the mallow grows. 

2 What is it good for ? Does it stand up straight, or 
creep along the ground? Does it beautify the earth? 

3 Observe leaves, shape, and position. Notice the 
leaves in the morning, at noon, and in the evening. 

4 Observe the flowers. See how the leaves protect 
the flowers. 



SEPTEMBER— NATURE STUDY 25 

5 See where the "cheeses" grow. 

STUDY OF THE PLANT 

I As a whole: Length; height; position — creeping or 
upright. 

II Roots. 

1 Central main root. 

2 Many fine rootlets. Use : To draw up food 

for plant. Put a plant in jar of water in 
room, to study work of rootlets. 

III Stems. 

1 Use: 

a To connect leaves and flowers with root. 

h To carry food from roots to leaves and 
flowers. 

c To hold leaves and flowers up to the sun- 
shine. 

2 Position: Creeping or upright. 

3 Shape : Cut crosswise. 

IV Leaves. 

1 Use : To protect flowers and "cheeses" or fruit 

from the cold. 

2 Parts : Blade ; margin. 

3 Shape : Roundish or kidney-shaped. 

4 Veins: Arrangement. Use: To carry food 

and water to all parts of leaf, from plant 
stem to leaf stem. 

5 Habit of following sun. 

V Flowers. 

1 How do roots help flowers? 

2 How do stems help flowers? 



26 THE SECOND SCHOOL YEAR 

3 How do leaves help flowers ? 

4 How do flowers grow? 

5 How are flowers protected by leaves? 

6 Notice the small bud, the open flower, and the 

old flower with its corolla withered and faded. 

7 Calyx : Five parts. Use : To cover up or pro- 

tect the bud ; to hold the flower. 

8 Corolla : Five parts or petals. Uses : To look 

pretty or attractive; to protect stamens and 
pistil. 

9 Stamens : Number. Notice pollen. 

10 Pistil. Notice stamens and pistil. Compare to 
soldiers standing around a king. 
Remove the corolla from some of the old flowers. See 
the tiny fruit wrapped up in the calyx. 

The greatest work of the plant is to make flowers, for 
flowers make the fruit or seed. 

The new plant must grow from the seed when the frost 
has killed all the plants we have now. 

REFERENCES ^ 

Nature and Life.—Uodge. 
Nature and the Child.— Scott. 
Nature Study. — Jackman. 
Nature Biographies. — Weed. 
Beauties of Nature. — Lubbock. 
Ants, Bees, and Wasps. — Lubbock. 
Flyers, Creepers and Szvimmers. — Johnnot. 
Greatest Things in the World. — Northrop. 
The Milkweed Butterfly. — Scudder. 
Among the Moths and Butterflies. — Ballard. 
Life History of American Insects. — Weed. 



SEPTEMBER— LITERATURE 27 

LITERATURE 

We cannot overestimate the value of literature in our 
primary schools, on account of the important place it 
holds in the mental and moral development of the child. 
The nature myths are given that the children may see 
and hear nature more clearly. These bird, tree, and in- 
sect stories they love because they deal with the child's 
world of imagination and personification. The myths 
will be aids to the nature lessons, and may be given either 
in connection with the lesson or at a separate hour. 

Stories of bravery, strength, wisdom, courage, and 
kindness to animals will be given, that the children may 
have ideals for imitation. The stories are to be told in 
a most impressive way by the use of the purest and 
simplest language, and with every possible aid in the way 
of objects, pictures, and illustrations. 

STORIES 

1 The Happy Family. — Hans Andersen. 

2 Little Goldenrod. — Cat Tails. 

3 Story of Clytie. — Cooke. 

4 The Dandelion. — Longfellozv^s Hiawatha. 

5 King Kindness and the Witch. — Helen Wells. 

6 The Sheep and the Pig Who Set Up House. — 

Dasent. 

7 The Town Musicians. 

8 The Sleeping Beauty. 

9 Boots and His Brothers. — Dasent. 
Insects. 

1 King Solomon and the Ants. 

2 Life of a Butterfl v.— Ca/ Tails. 



28 THE SECOND SCHOOL YEAR 

3 The Green Worm. — Cat Tails. 

4 King Solomon and the Bee. — Saxe. 

5 Aristaeus. — Cooke. 

6 The Ant and the Grasshopper. — Nature Myths, 

Cooke. 

7 Aurora and Tithonus. — Nature Myths, Cooke. 
Trees. 

1 The Walnut Tree That Wanted to Bear Tulips. 

— Cat Tails. 

2 Philemon and Baucis. — Nature Myths, Cooke. 

3 What the Oak Said. — Stories from Garden and 

Field. 

4 The Old Oak Tree. — Stones from Garden and 

Field. 

5 Rhoecus. — Lowell. 

6 The Apples of Hesperides. 

7 Apple-seed John. — Child's World. 

POEMS 

1 The Tree. — Bjornson. 

2 September. — Helen H. Jackson. 

3 Golden^-od. — Mrs. F. J. Lovejoy. 

4 The Pine Tree's Secret. — Emilie Poulsson. 

5 The Blue Gentian. 

6 The Lamplighter. — Stevenson. 

7 The Sun Travels. — Stevenson. 

8 From the Posy Ring.— Kate Douglas Wiggin. 

The Tree 
The Tree's early buds were bursting their brown ; 
"Shall I take them away?" said the Frost, sweeping down. 

"No, let them alone 

Till the blossoms have grown," 
Prayed the Tree, while it trembled from rootlet to crown. 



SEPTEMBER— HISTORY 29 

The Tree bore its blossoms and all the birds sung; 
"Shall I take them away ?" said the Wind as it swung. 

"No, let them alone 

Till the berries have grown," 
Said the Tree, while its leaflets, quivering, hung. 

The Tree bore its fruit in the midsummer glow ; 
Said the girl, "May I gather thy sweet berries now?" 

"Yes. all thou canst see; 

Take them ; all are for thee," 
Said the Tree, while it bent down its laden boughs low. 

In September 

Mornings frosty grow, and cold, 
Brown the grass on hill and wold ; 
Crows are cawing sharp and clear 
When the rustling corn grows sere; 
Mustering flocks of blackbirds call. 
Here and there a few leaves fall. 
In the meadows larks sing sweet, 
Chirps the cricket at our feet, 
In September. 

Noons are sunny, warm, and still, 
A golden haze o'erhangs the hill. 
Amber sunshine's on the floor 
Just within the open door. 
Still the crickets call and creak. 
Never found, though long we seek ; 
Oft comes faint report of gun. 
Busy flies buzz in the sun, 
In September. 

HISTORY 

The work in history for the year will be the study of 
homes and shelter. It will begin with our homes. 

Lead the children to tell something about their homes 



30 THE SECOND SCHOOL YEAR 

and who keeps them tidy, and the mother-care in the 
family. 

Talk about the mother-bird feeding her young and 
building the home. Draw attention to the feathery cover- 
ing of the birds and to the clothing of the children. 

At this age the children do not think very much about 
their homes and parents, but they may be led to feel more 
interested and thus be made more helpful about the home 
duties. They must feel that the construction of the house 
is a great work and that constant efifort is required to 
keep it comfortable. 

Some house in course of erection may be used as an 
illustration and closely watched. 

Question: — Why do we need a home? For protection 
against cold, storm, and heat. 

Our homes are comforts ; consider what they cost. 

SUGGESTIVE OUTLINE 

I First work: Select the location, plan the house. 

II Material. 

1 Stone : Kind and use. 

2 Lumber : Kinds. 

3 Bricks. 

4 Mortar and plaster. 

III Men required to do the wofk: Masons, carpenters, 

painters, roofers, plasterers. 

IV The work. 

1 Excavation. 

2 Foundation. Dressing stones. 

3 Framework. 

4 Roof. 



SEPTEMBER— NUMBER 31 

5 Floors. 

6 Inside work. 

7 Chimney. 

V Rooms in the house: Their use. 

VI Furniture: Of what made; where obtained ; use. 

VII Work of the home: Cooking; sewing. 

VIII Clothing: Woolen and cotton goods; leather. 

IX Light, oil, gas, electricity. 

X Heat. 

1 By coal in a grate. 

2 By a coal furnace. 

3 By gas. 

4 By steam or hot water. 

Robinson Crusoe may be substituted for this work. 

OUTLINE 

1 Robinson Crusoe at home. 

2 The voyage. 

3 The island. 

4 His house. 

5 His work. 

6 Surprises. Sickness. 

7 Exploring the island. 

8 Garden. 

9 His work as cook, boatmaker, tailor. 

10 The savages. 

11 Robinson and Friday. 

NUMBER 

The purpose of the number work is to aid the child in 
making images clearer or more definite. In the work of 
Nature Study, gardening, and history, and in all forms 



32 THE SECOND SCHOOL YEAR 

of manual activity, the children are constantly measuring 
and comparing, and so the number element comes into 
most of the work. 

Measuring is done in constructing the playhouse and its 
furniture ; also in papering the walls of the playhouse, or 
in making book covers. 

The number images are clarified and made definite 
after the number interests have become great enough, and 
they arrange themselves around various number centers. 
Then certain facts are emphasized by special drill. 

The beginnings of definite measurements and compari- 
sons are an important feature of the work. These are 
brought about through the various activities. Keeping 
accounts of school supplies, the addition of two columns 
of figures, the subtraction of numbers under one hundred 
are used. Also, pieces of money become familiar. 

In gardening, and in the construction of furniture, 
books, boxes, cards, and valentines, the fractions one-half, 
one-fourth, one-third, one-eighth are used. Drill is given 
in adding simple mixed numbers. Scale work is taught. 
The following units of measure are used : gram, ounce, 
pound, gill, pint, quart, and square and cubic inch. 

The children count by twos, fives, tens, fours, threes. 

They learn these tables : twos, fives, tens, fours, threes. 
They learn, by making, the square, the rectangle, the tri- 
angle, the circle. 

They are given drill in building up numbers and in 
taking them apart. 

We cannot go very far in the Nature Study work be- 
fore we are met with the questions, how much? how long? 
how many? and number must come in to settle them. 



SEPTEMBER— NUMBER 33 

Number is best used when it makes some necessary con- 
cept clearer. In the work on butterflies such questions 
will present themselves : — 

1 How many alight on protective colors ? 

2 How many out of ten were yellow? 

3 How many more do you see on a bright day than 
on a dark one? 

SUGGESTIVE QUESTIONS 

1 On a certain branch of a maple tree how many 
leaves are eaten by insects? 

2 How many are used for homes of insects ? 

3 What part of twelve leaves are used by insects? 

4 Try also, the horse chestnut, oak, pine, birch, and 
compare. 

5 In the collection of fruit, how many pieces are in- 
jured? 

6 What part is injured? 

7 How many of the primary colors can you find in 
the fruits? 

8 How many of the primary colors can you find in 
the fall flowers? 

9 What do you find to be the most common color for 
the flowers in this locality? 

10 In a collection of twenty flowers how many are 
yellow ? 

11 What is the temperature in the sun to-day? What 
is it in the shade? How many degrees cooler is it in the 
shade ? 

12 How much cooler is it to-day than it was yester- 
day? than it was one week ago to-day? 



34 THE SECOND SCHOOL YEAR 

Very often a satisfactory answer to certain questions 
is to be obtained only by actual measurement, as of the 
length of the wings of the butterfly ; the growth of a twig 
in a season ; the height of a plant. A ruler is needed. It 
will not always be convenient to carry a ruler in the hand, 
so it will be necessary to carry a very nearly perfect 
picture of it in the mind. To make this possible very 
frequent drills in the judgment of distance and height are 
necessary. 

I The Inch as a Unit of Measure. 

The pupils will first find the inch on the ruler. A string 
one inch long is needed. Who can cut such a string? 
The child must first use his own judgment of the length 
and then verify with the ruler. 

We wish to make a color chart. Cut a piece of red 
paper one inch long; a blue, a violet, etc. These pieces 
must be accurately cut to be mounted for color drills. 

Work on one-half and one- fourth inch is now taken 
up . In order to know these fractions of an inch, the 
pupils must do much actual work using them. Many lit- 
tle drawing exercises will be used to aid in this work. 

Review horizontal, vertical, and oblique lines. A few 
suggestive problems are given on the Line Chart: — 

1 How long is line A? B? C? 

2 Which line is the longer, A or — ? 

3 How long is D? 

4 How many A's are in D ? 

5 I is how much longer than B ? 

6 B and — will make a line as long as J- 

7 C, D and one-half of J will make a line how long? 



36 THE SECOND SCHOOL YEAR 

8 What two oblique lines will make a line as long as 

K? 

9 How many G's in C? 

10 How many H's in B? in F? 

11 How many B's will it take to make a line as long 

as J? 

Much time must be given for the children actually to 
measure and judge distances. 

Find the length of the stem of this leaf; the blade; the 
new growth on the twig. After the judgment is ex- 
pressed the test must be applied and the correction made. 

TO MAKE A BOOK 

We need a book to keep the drawings in. 

Heavy paper or cardboard is to be used. 

The directions for making will be given orally or 
perhaps be written plainly on the board, to be followed 
closely by the workers : — 

1 Draw a horizontal line five inches long. 

2 At the ends of this line, draw vertical lines down- 
ward eight inches. 

3 Connect these lines with a horizontal line. This 
makes one of the backs. 

4 Follow the above directions and make another back. 
Cut them out. 

5 Two and one-half inches from the top, on the long 
edge of the paper, make a dot. 

6 Two and one-half inches from the bottom, along the 
same edge, make another dot. 

7 Cut two strings three and a quarter inches long to 
tie the backs together. 



SEPTEMBER— NUMBER 37 

II The Foot as a Unit of Measure. 

Fix the foot clearly in the minds of the class, by draw- 
ing lines, cutting strings, or holding the hands one foot 
apart. Produce sticks, boxes, and so on, that the class 
may judge of their length. 

The height of the children will be taken. The class 
will estimate the height of a child ; then one pupil will 
do the measuring, or the height will be marked on the 
wall and each can measure himself. 

QUESTIONS 

Who is the taller, John or Mary? 

How much taller is Mary? 

Who is the tallest person in the class? 

How much shorter is Mary than he? 

The record of the height of the class will be kept and 
compared with the record taken near the close of the 
school year. Measure things in the room ; the door. 

How much greater is the height than the width ? 

How long and how wide must a curtain be to fit the 
window? 

How long and how wide must a glass be to fit the book- 
case door? 

OUTDOOR WORK 

Measure the goldenrod. 

Which usually grows taller, the goldenrod or the aster? 

How long are the roots of the goldenrod? 

Compare the length of the roots with the branches of 
the goldenrod. 

How much taller does the sunflower grow than the 
goldenrod ? 



38 THE SECOND SCHOOL YEAR 

How far is it from the ground to the first branch of 
the maple tree ? of the oak? of the pine? 

PENTAGON AND OCTAGON 

A pentagon may be made by placing a square above a 
square. The octagon will be drawn and cut from colored 
paper. Octagons and pentagons of different sizes will 
be made. Such questions may be used as : — 

1 What is the perimeter of the pentagon? 

2 What is one-half the perimeter? 

3 One side is what part of the perimeter? 

4 How many two-inches are in the perimeter? 

Ill The Yard as a Unit of Measure. 

Give much opportunity for using the yardstick. 

Teach 3 feet = 1 yard. 1-3 yard = 1 foot. 2-3 yard 
= 2 feet. 2 yards = 6 feet. 

Give much exercise in reducing a number of feet to 
yards or yards to feet. Give problems in selling goods, at 
a certain price, by the yard. Toy money may be used 
and drill in making change be given. 

OUTDOOR WORK 

1 How long is the tennis court? How wide? 

2 How many yards is it from the maple to the pine 
tree? 

3 Mark off on the ground a square or rectangle that 
could be used for a certain building. 

Scale Work. 

1 Draw to the scale of one inch to the foot. 

2 Draw to the scale of one-half inch to the foot. 



september— language 39 

Outline of Number Lessons for September 

I The numbers 10, 11, 12. 

II Quick work. 

III All combinations and separations, including frac- 

tional parts. 

IV Problems connected with nature work. 

V Work on the inch. 

VI To make a book. 

VII Work on the foot. 

VIII Height of pupils. 

IX Outdoor work on the foot. 

X Work on the pentagon and the octagon. 

XI Work on the yard. 

XII Outdoor work on the yard. 

LANGUAGE 

Language should be used to develop that thought 
which produces the best and highest growth of the hu- 
man being. Pupils should be trained to the automatic use 
of good oral and written expression. In the first months 
they must be encouraged to talk freely and express 
themselves honestly. Tact is required on the part of 
the teacher, who must correct all errors in such a way 
and at such a time that the pupils shall not become self- 
conscious. The point to be kept before their minds is 
that they must tell their story so that all may understand. 

The child acquires the ability to use correct written 
language by repeatedly seeing and using the form in his 
desire to express thought. Each lesson will have some- 
thing in it that he wishes to tell. During the development 
of the lesson the new and important words are presented 



40 THE SECOND SCHOOL YEAR 

and repeatedly referred to, that they may be ready for 
use in the written work. The words are not to be copied 
from the blackboard, but must be so learned that they 
form a part of the pupil's vocabulary. 

In the second year there will be no copy work. The 
written work will consist of independent effort. The 
child will be asked to tell something on his paper. In 
the first week of September stories such as the following 
are written by the children: — 

"This is September. 

"I see yellow and blue butterflies. 

"The goldenrod is yellow. 

"We see the pretty asters. 

"There is dew in the mornings. 

"The grass is green. 

"Apples are ripe. 

"There are many caterpillars. 

"We see robins, bluebirds, red birds, and sparrows." 

The reading naturally grows out of the science and the 
literature work. The children describe in a simple way 
the lesson that has been presented and tell the same on 
paper. This then is printed and brought back to them to 
read. This reading-matter is always fresh and on the 
subject studied in the room. 

PRINTED LESSONS 

Trees 

We visited the maple and the pine trees. 

We also saw the birch and the horse-chestnut. 

The pine tree is pointed at the top. 

The pine tree has needles. 

Trees need soil to make them grow. 



SEPTEMBER— ARTS <U 

They need water and sunshine, too. 

We weighed one ounce of fresh leaves. 

We dried and weighed them again. 

fhey did not weigh a half-ounce. 

The roots get food and water for the tree. 

The tree is good for shade. 

Insects make cradles out of the leaves. 

The Little Pine Tree 

A little pine tree was in the woods. 

It had no leaves. It had needles. 

The little tree did not like needles. 

The tree said : "I want leaves, too. I want gold leaves." 

At night a fairy came and gave it gold leaves. 

A man came along and took the gold leaves. 

Then the tree wanted glass leaves. 

The wind blew and the glass leaves were broken. 

Then the tree said : 'T do not want gold leaves. I do not 
want glass leaves. 

"I want green leaves like the other trees." 

The fairy gave it its wish. 

A goat came along and ate the leaves. 

Then the tree said : "Please give me my needles. I like them 
the best of all." 

Arnold. — Stepping Stones to Literature. 

STORIES 

1 Animal Life. — Bass. 

2 An Ant's Story. 

3 A Butterfly. 

4 A Grasshopper. 

THE ARTS 

Writing 
The Spencer ian is the system of writing adopted by 
the school. Nothing but this plain, accurate writing must 



42 THE SECOND SCHOOL YEAR 

be put before the children. Writing is one of the best 
modes of expression. That children may express them- 
selves well, they must be able to write rapidly and legibly. 

A little exercise will be given each day in writing some 
observation made ; thus : — ''There was dew on the grass 
this morning." "A west wind is blowing." 

All the writing during the day must be the best effort 
of the child. 

Freedom of movement is most easily gained in black- 
board writing, which is, therefore, the best for little chil- 
dren. 

Drawing 
The teacher. 

In the literature and history work drawing is of the 
greatest importance. A pine tree with other trees around 
it drawn well on the blackboard means much more to the 
child than a statement that the pine tree grew in a 
forest. Little children do not get much from the abstract, 
but they may be made to live and sympathize with the 
life that is plainly pictured to them. Every story should 
be fully illustrated. 

The chV.d. 

The pupils should draw their own pictures on the 
board, not make a copy of the teacher's. 

Let them illustrate what they saw in the outdoor lesson. 

Have them draw insects ; the tongue of the butterfly ; 
the wings of the butterfly ; fruits and leaves. 

Painting 
As we look out on the great nature picture, the first 
thing that appeals to us is color— the green of the grass and 



SEPTEMBER— ARTS 43 

trees, the blue of the sky. In Nature Study the aim is to 
have a picture of the year through the study of the dif- 
ferent months. It is through color that the many phases 
of life most clearly show themselves. The picture that 
the child has of the forest or field is one of great masses 
of green and not one of the single leaf, the single tree, or 
the blade of grass. So his first attempt at painting will 
be a landscape. 

SUGGESTIVE SUBJECTS 

1 Picture of the river hill or of the school yard. 

2 Butterfly on a flower. 

3 Coloring on upper and under parts of a wing. 

4 Goldenrod and asters. 

5 The trees under study. 

6 The fruits. 

Modeling 

With children this is one of the earliest modes of ex- 
pression, because the material is so easily worked. Long 
before the child entered school, he worked in sand and 
soft clay. He has made his little world many times in the 
sand. He has made high mountains, broad fields, and 
mighty rivers upon which his steamboats ply. He will 
not be deprived of this means of self-development when 
he enters school. In the story of Daphne he will model 
the river, the cave, and the mountains in the distance. 

The modeling in clay is the best way in which to ex- 
press judgments received through touch. 

The form of an apple may best be told by the use of 
clay. Model other spherical fruits studied. 



44 the second school year 

Music 

Music has worked its way into the primary schools 
and has done so much in entertaining and refining chil- 
dren that its place is secure. It is the delight of the chil- 
dren to sing. They say: ''Let's sing about the grass- 
hopper [or the robin]." Through these songs the chil- 
dren are made to love one another more and to be more 
thoughtful of the helpless little animals about them. 

Voice culture forms a very important part of the 
musical training. Owing to the delicate condition of the 
larynx of the child, he must sing softly. He is incapable 
of producing powerful tones that shall also be beautiful 
in quality. 

Theory. 

1 Scale work. 

2 Interval work. 

3 Staff, scale measure, whole note, half-note, rest. 

4 Reading of exercises from chart. 

5 Singing of easy exercises. 

6 Exercises for pure tones. 

Songs. 

1 Grasshopper Green. 

2 The Goldenrod. 

Pictures 
Animal pictures. 




NATURE STUDY 



October is the time of plant preparation for winter; 
All plants have one desire in common, if we may speak 
of it as such — namely, to scatter their seeds, that other 
plants of the same kind may grow. These seeds could 
not hope for life if they all fell within a few feet of the 
mother plant. In their eagerness to grow they would so 
crowd one another that few would be able to survive. 
So plants have devised many curious ways of scatter- 
ing their seeds. The thistle unfurls its white sail to 
the wind. Clouds of milkweed and dandelion with their 
silky sails are swept over the fields. The burdock seeds 
with their sharp little hooks cling to our clothing and to 
the dog's hair or the sheep's fleece. Many little pods 
open and the wind scatters their treasures. 

Along with the work a collection will be made and 



46 THE 'SECOND SCHOOL YEAR 

mounted on a chart, to show the different means of dis- 
semination. There is never any lack of specimens, for 
the interest is so great that all wish to help fill the chart. 

The trees have been warned that they cannot work 
much longer, so, like wise people, they begin early to pre- 
pare for the change that is coming. Each has been boun- 
tifully nourished all summer, and now the reserve passes 
from the perishable leaf and stem to the root. The buds 
contain the treasure, which is snugly nestled within a 
scaly coat. 

In the special work on wheat a very instructive chart 
may be made, showing by pictures, drawings, and paint- 
ings the whole story of the plant, through the processes 
of harvesting and milling to the bread. Along with this 
study there will also be observed the development of the 
plow, from the crude stick for breaking the ground to 
the improved plow of to-day. The threshing will be fol- 
lowed, from the days when the grain was separated by 
oxen-treading, through the flail age, to the present time 
with its improved reaper and binder. 

So with milling. This may be done by the class. 
Question: — How could you grind this wheat into flour? 
Grinding between two stones will be suggested, which 
was the primitive method. People learned a better way 
and now they make flour that is very fine and very white. 

Dissemination of Seeds 

We have been trying to find out how the plant lives, 
and how it makes its seeds. Now we wish to see how the 
plant prepares for winter, and particularly how it pro- 
tects and scatters its seeds. Interest is all centered about 



OCTOBER— NATURE STUDY 47 

the seed-vessels and the seeds. These should be studied 
so as to bring out their relation to the mother plant. 
Whenever it is possible the children should see, not 
merely be told, that the seeds are formed from the flow- 
ers. They should see the plant, or part of it, with the 
seeds growing on it, and should see the different stages 
in the formation of the seed from the flower. 

The Milkweed. 

Bring into the schoolroom two or three milkweed 
stalks, one with leaves but not pods, the others with 
leaves, pods, and as much of the root or underground 
stem as possible, and perhaps a stem with flowers or very 
small pods. 

SUGGESTIVE OUTLINE 

I Name : Significance of name milkweed. 

II Home: Roadside, field. 

III Life, work, and structure of plant. 

1 How all parts have worked to make the pod. 

2 Work of the root and rootlets. 

3 Work of the stem. Notice height and strength. 

4 Dwell on the milk as the blood of the plant. 

5 Work of the leaves and the flowers. 

6 Notice how the stem and leaves turn yellow 

when their work is done. 

7 Notice how the milk is used up in ripening the 

pods. 

IV The milkweed pod: The resuU of the year's work; 

the work of root, stem, leaves, soil, sunshine, and 
water all together for five or six months. 
1 Note the position of the pod. 



48 THE SECOND SCHOOL YEAR 

2 Note how it is fastened to the stem. 

3 How easily it is moved. 

4 Shape of the pod. Color when ripe; when 

unripe. 

5 Notice the hard ridge or crease on the side 

away from the plant stem. 

V How the seeds are protected. 

1 Observe a pod partly opened. 

2 Arrangement of scales : Like scales on a fish, 

shingles on a house. 

3 Blanket for protection. 

VI How seeds are scattered. 

1 Why do they not fall on the ground under the 

mother plant? They would not have room, 
or soil. 

2 Why are they given sails ? 

3 How do they find a home? The wind a great 

agent in helping these seeds find homes. 
Rain helps them find a bed, also the leaves 
and soil. 

The children should be encouraged to make a collec- 
tion of all the hairy-winged seeds, or seeds with sails, and 
compare them with those of the milkweed. Study the 
dandelion, aster, goldenrod, clematis, and thistle. 

Maple Seeds or Winged Seeds. 

The seeds may be found on the ground under the tree ; 
or on the tree, where some remain until autumn. 

Notice how they are fastened to the branch; how 
they separate from the mother tree ; how they sail away. 

Examine the wings. 



OCTOBER— NATURE STUDY 49 

Why are the seeds given wings? 

Think how the wind and the rain help these seeds find 
homes. 

Collect all winged seeds possible — ash, basswood, ailan- 
thus. 

The cones of the spruce, pine, and hemlock furnish 
many winter fliers. 

Burdock or Hooked Seeds. 

Study the whole plant, or its life history. 

SUGGESTIVE OUTLINE 

I The root. 

1 How has the root helped make the burr? 

2 Notice its size — how big and strong it is. 

3 Work of the root. If the stem is cut off this 

great root will go to work again to make 
more stems, leaves, flowers, and burrs. 

II The leaves. 

1 Size. Notice how large. 

2 Shape. 

3 Use. What work have the leaves? 

4 Position. Note the smaller leaves at the upper 

part of the plant. 

III The stem. 

1 Size. Why so large and strong? 

2 Use. The work. 

IV The flower. 

1 Color. 

2 Position. Notice the small flower buds. 

3 Notice the stages in the development of the 

flower bud into flower and burr. 



50 THE SECOND SCHOOL YEAR 

4 Notice that the flower forms the burr, and 
that the enclosing cup of the bud and flower 
change into the cradle which holds the seed. 
V^ Scattering of seeds. 

1 Why they must be scattered. 

2 How they are scattered, catching rides from 

boys and girls, and cats, dogs, sheep, etc. 

3 Notice the little barb or hook. 

Collect other hooked or barbed seeds. 

The cockleburr is a common weed, having a large ellip- 
soidal seed-vessel, armed with hooked spines and enclos- 
ing two large seeds. It has a disagreeable odor. 

The burr-marigold or beggar-tick is to be found in all 
stages of development during the fall. Each ripened 
blossom has many seeds. Each seed has two stiff-pointed 
barbed spines. 

Are these plants useful to man? 

Are many seeds scattered each year ? 

SUGGESTIVE OUTLINE 



II 



The seed. 


1 


Shape. 


2 


Size. 


3 


Color. 


4 


Covering. 


5 


Parts. 


Means of Dissemination. 


1 


Wings. 




a Maple. 




b Linden. 



OCTOBER— NATURE STUDY 51 

2 Sails. 

a Milkweed. 
b Goldenrod. 
c Thistle. 
d Dandelion. 
e Aster. 

3 Hooks. 

a Beggar ticks. 
b Burdock. 

III How the treasure gets out of the box. 

1 Wheat from the chaff. 

2 Corn from the husk. 

3 Seeds from the apple. 

4 Nut from the shell. 

5 Seeds from the melon. 

6 Bean from the hull. 

IV Uses of seeds. 

1 To reproduce the plant. 

2 Food for man. 

3 Food for animals. 

4 Medicine. 

V Planting of seeds. 

1 Planted by man. 

2 Planted by other agencies. 

3 Seeds planted in the spring. 

4 Seeds planted in the fall. 

VI Gathering of seeds. 
Wheat. 

The children are to make their own discoveries and 
do the work. They must find a way to loosen the ground, 



52 THE SECOND SCHOOL YEAR 

pulverize it, and plant the seed. Lead them from their 
suggestions to the plow used by uncivilized man and then 
show the best plow of to-day and its advantages. Make 
a harrow out of nine sticks with nails driven through to 
make the teeth. 

Plant the wheat as the class suggests. 

Show the advantages of the drill. Let the children 
make flour by pounding wheat between two stones. Put 
this through a sieve. 

Make flour by grinding the wheat in a coffee mill, then 
using a wire sieve and bolting cloth. 

Speak of the roller mills and visit them to see the ad- 
vantages. Compare the flour made in these different 
ways. 

SUGGESTIVE OUTLINE 



I 


Necessity of planting wheat. 


II 


Time of planting. 


III 


Preparation of the ground. 




1 Clearing (possibly). 




2 Plowing. 




a Long ago. 




b Now. 




3 Harrowing. 




a Long ago. 




h Now. 


IV 


Planting the wheat. 




1 By hand. 




2 By drill. 


V 


Protection through the winter 


VI 


Harvesting. 




1 Time of year. 



OCTOBER— NATURE STUDY 53 



2 Machines used 


in the work. 


a 


Sickle. 




b 


Cradle. 




c 


Reaper. 




d 


Binder. 




Threshing. 







VII 

1 Means. 

a Driving oxen over grain. 
h Flail and windmill. 
c Threshing machine. 

2 Products. 

a Grain. 
b Straw. 
c Chaff. 

VIII Milling. 

1 Primitive mill. 

2 Roller mill. 

IX Uses of wheat. 

Flour: Food for man. 
Screenings : Food for animals. 
Bran : Food for animals. 

Speak of the great wheat fields in the West and their 
harvesting. 

Make a collection of wheat food preparations. 

See St. Nicholas for October, 1893 ; also Great Ameri- 
can Industries, Book II. 

Trees. 

PREPAIt\TION FOR WINTER 

1 Falling seeds. 

2 Drying of leaves. 



54 THE SECOND SCHOOL YEAR 

3 Disappearance of sap. 

4 Maturing of fruit. 

5 Hardening of wood. 

6 Newly formed buds. 

The children will notice the efifect of the decrease of 
heat upon the flowers, grass, garden plants and trees. 
Trips will be made to the trees under special observation 
— oak, birch, pine, horse-chestnut, and maple. 

SUGGESTIVE OUTLINE 

I The leaf. 

1 How it breaks from the twig. 



II 



III 



, 2 


The scar on the twig. 


3 


The use of the leaves to the tree. 


4 


The use of the leaves to the ground. 


5 


Why leaves change color and drop off 


The buds. 


1 


New, old. 


2 


Position in relation to the leaf. 


3 


The coats. 




a Glue. Its use. 




b Scales, Arrangement and use. 




c Cotton. Its use. 


4 


The number of buds to leaf. 


The twig. 


1 


The bark. Layers. 


2 


New growth lateral. 


3 


New growth terminal. 


4 


Compare length of new growth on different 




sides of a tree. 


5 


Compare twigs of different trees. 



OCTOBER— NATURE STUDY 55 

6 Account for the shape of a tree by the lateral 
or terminal growth. 

Evaporation. 

SUGGESTIVE OUTLINE 

I Recall old knowledge on the subject. 

1 The mud dries up. 

2 The dew soon disappears. 

3 The clothes on the line dry. 

4 The ink in the well dries. 

II Aids to evaporation. 

1 Sun. 

2 Light. 

3 Heat. 

4 Air ; wind. 

5 Extent of surface. 

6 Experiment: — Put the same quantity of water 

in different shaped, vessels, under different 
conditions. Put some in shallow pans, in 
high vessels, in corked bottles ; place one of 
the vessels in the sun, and one in the dark, 
and heat one. 

III Apply to nature. 

Where does water evaporate fastest, on the pave- 
ment, in a shallow pond, or in a well? 

IV Add heat and notice the rate of evaporation. 

V Condensation. 

Catch the steam on a cold plate. 

VI Apply to the river. 

Notice the fog. 

VII The story of a drop of water. 



56 THE SECOND SCHOOL YEAR 

The Raindrop. 

Once a little raindrop started from the clouds to go to the 
earth to see what it could see there. 

While on its way it became very cold and froze. 

But the freezing did not hurt it. 

As it traveled on its journey it met some other frozen drops. 

Before long there were enough frozen raindrops to make a 
snowflake. 

Now, the snowflake soon met other snowflakes. 

By and by the air was full of them. 

The ground was soon covered with snow. 

The sun was not shining, so the snowflakes lay together, very 
happy. 

But the next day the sun came out and melted these flakes. 

Some of the water soaked into the ground and some ran off 
into streams. 

The water at last reached the ocean. 

From the ocean it was taken back to the clouds, the same 
place that it started from. 

REFERENCES 

Farmers* Bulletin, 112. 

The Story of a Grain of Wheat.— St. Nicholas, Oct., 1893. 
Stories of Industry. 

Flour Mills of Minneapolis. — Century, May, 1886. 
Wheat. — Cosmopolitan, Vol. 26. 
Plants and Their Children. — Dana. 
Seed Dispersal. — Beal. 
Seed Travelers. — Weed. 
Little Wanderers. — Margaret Morley. 

Stealing a Ride. — Margaret Boynton, Cornell University Nature 
Study Bulletin, No. 4. 

LITERATURE 
The science lessons cultivate the observation of the 
child, while the flower and seed myths keep the imagina- 
tion active. The lessons and the stories must go hand in 



OCTOBER— LITERATURE 57 

hand, helping one another. The children have talked about 
the seeds ; have watched with delight their lifelike move- 
ments through the air, and now are ready to hear their 
story. The opening lessons for the day will be from the 
Parable of the Sower and from the story of Ruth the 
Gleaner. 

STORIES 

1 The Constant Tin Soldier. — Andersen. 

2 The Wolf and the Seven Goslings. 

3 The Three Billy Goats Gruff. — Dasent. 
Seeds. 

1 Seedlings on the Wing. — Cat Tails. 

2 The Little Brown Seed. — Cat Tails. 

3 Treasure Boxes. — -Jane Andrews. 

4 Quercus Alba. — Jane Andrezvs. 

5 The Wee Wee Man.— Cat Tails. 
Wheat. 

Psyche's Tasks. 
Nuts. 

1 Chestnut Boys.— Child's World. 

2 The Acorn and the Chestnut. 
Trees. 

The Anxious Leaf. 
Evaporation. 

1 The Vapor Family. — Cat Tails. 

2 Aqua. — Story Hours. 

3 What the Fire Sprites Did.— Cat Tails. 

POEMS 

1 Young Night Thoughts. — Stevenson. 

2 My Shadow. — Stevenson. 



58 THE SECOND SCHOOL YEAR 

3 Dainty Milkweed Babies. 

4 October's Bright Blue Weather. — H. H, Jackson. 

5 October's Party. — Nature in Verse, Lovejoy. 

6 The Chestnut Burr. — Nature in Verse, Lovejoy. 

7 The Gossip of the Nuts. — Nature in Verse, Love- 

joy. 

8 Brown Birds Are Flying. 

9 The Four Winds. 

The Story of Psyche. 

Psyche was the most beautiful maiden in all Greece. Although 
every one praised her beauty, she was not vain ; nor was she 
selfish, but was very helpful in her father's palace, working and 
spinning. Her fame went abroad until the goddess Venus heard 
of her and was jealous of a mortal whose beauty was said to 
excel hers. The goddess sent Cupid to punish Psyche for daring 
to compare with her in beauty. Cupid took a vase of sweet 
water and one of bitter water and started out to find the maiden. 
He found her asleep and looking more beautiful than he had 
dreamed. He poured some of the bitter water on her and in 
doing it touched her with one of his arrows, and she awoke. 
He could not bear to harm her, so poured all of the sweet water 
over her golden curls, so that Venus's charm could do her no 
harm; then he went away. 

But Venus was cruel and sent trouble into Pysche*s home. 
Psyche would not stay where her presence brought harm to those 
she loved, so she stole away and wandered up a lonely mountain. 
At last she came to a beautiful garden, and, walking along a 
shady path, saw before her a palace, A voice said: "Psyche, 
this is your home, and I am your friend. I will come often and 
talk to you, but you must promise neither to see my face nor try 
to learn my name." Psyche promised and was perfectly happy 
in her new home. But she had a great fault; she was curious. 
She wished very much to see her unknown friend. So one night, 
when he was to come to the palace, she hid a little lamp in a 



OCTOBER— LITERATURE 59 

vase, that she might see his face. When the light fell on his face 
she saw that he was Cupid ; then without a word he turned and 
flew away from the palace. 

Now Psyche saw that Cupid did not trust her. She tried to 
see him again, but he did not come back. She went to Venus, to 
beg the goddess to help her. Venus promised to do so if 
she proved herself worthy by doing some very difficult tasks. 
She took Psyche to her storehouse, where there was a great pile 
of mixed grain, and told her to separate the wheat from the 
other grains. She worked faithfully, but the pile did not seem to 
diminish until some old friends of hers, the little black ants, came 
and soon performed the task. They worked diligently, picking 
the wheat, barley, and oats from the pile and putting them in 
different heaps. By evening the very difficult task was completed 
and Venus came to see the work. Pysche had the most beautiful 
velvety butterfly wings sent to her ; they were attached to her 
shoulders, and away she flew with Cupid, to be forever happy in 
the home of the gods. 

How The Leaves Came Down 

Fll tell you how the leaves came down : 
The great tree to his children said, 
"You're getting sleepy, Yellow and Brown, 
Yes, very sleepy, little Red, 
It is quite time to go to bed." 

"Ah !" begged each silly, pouting leaf, 

"Let us a little longer stay ; 

Dear Father Tree, behold our grief ; 

'Tis such a very pleasant day 

We do not want to go away." 

"Perhaps the great tree will forget, 
And let us stay until the spring. 
If we all beg, and coax, and fret." 
But the great tree did no such thing; 
He smiled to hear their whispering. 



60 THE SECOND SCHOOL YEAR 

"Come, children, all to bed," he cried; 
And ere the leaves could urge their prayer, 
He shook his head, and far and wide, 
Fluttering and rustling everywhere, 
Down sped the leaflets through the air. 

I saw them ; on the ground they lay, 
Golden and red, a huddled swarm, 
Waiting till one from far away, 
White bed-clothes heaped upon her arm. 
Should come to wrap them safe and warm. 

The great bare tree looked down and smiled. 
"Good-night, dear little leaves," he said. 
And from below each sleepy child 
Replied, "Good-night," and murmured, 
"It is so nice to go to bed !" 

October's Bright Blue Weather 

Sun and skies and clouds of June, 
And flowers of June together, 

Ye cannot rival for one hour 
October's bright blue weather. 

When loud the bumblebee makes haste, 
Belated, thriftless vagrant, 

And goldenrod is dying fast, 

And lanes with grapes are fragrant; 

When on the ground red apples lie 
In piles like jewels shining. 

And redder still on old stone walls 
Are leaves of woodbine twining; 

When all the lovely wayside things 
Their white winged seeds are sowing, 
■ And in the fields, still green and fair 
Late aftermaths are growing. 



OCTOBER— HISTORY 61 

O sun and skies and flowers of June, 
Count all your boasts together, 
' Love loveth best of all the year 

October's bright blue weather. 

HISTORY 

The study of history is thought to be the best means of 
giving the children an intelligent understanding of society 
and an interest in it. And these children are not too 
young to begin to learn their relation to those about them. 
The love of country cannot be implanted too early in the 
coming citizens. To young pupils, the lowest forms of 
social life seem most suitable, as that of the Indian and 
of the Eskimo. The child has little experience and can- 
not understand complicated forms of life, or complicated 
architecture. He cannot build the house in which he 
lives, but he can construct the home of the Indian. 

The Indian. 

SUGGESTIVE OUTLINE 

I General appearance of the country. 

II Natural resources of the Indian. 

III Personal appearance of the Indian : Size, stature, 

complexion. 

IV Dress : Material, how made. 

1 Moccasins. 

2 Blanket. 

3 Ornaments. 

V Home : Material ; how made. 

1 Wigwam. 

2 Long house. 

3 Round house. 



OCTOBER— HISTORY 63 

VI Furniture. 

VII Food: How obtained; how prepared. 

VIII Weapons : Material ; how made ; uses. 

IX Occupations. 

1 Hunting. 

2 Fishing. 

3 Basket-making. 

4 Pottery. 

X The Indian corn. 

XI The canoe : Material ; how made ; uses. 

XII Picture-writing. 

XIII Home life. 

Let the children feel the necessity for the Indian's 
home — to protect him from the cold, storm, and animals. 
The class will build a wigwam as the Indians did. A 
large wigwam may be made in the corner of the room, 
which will add to the work. 

A doll will be dressed as a squaw or chief. 

Hiawatha will be taken up as a type of the forest In- 
dian. Picture the boy in his early life in the forest by 
the lake. Keep the beauty of the story, and use as much 
of the rh3{thm of the original as possible. 

OUTLINE 

1 Nakomis : Dress. 

2 Hiawatha: The child; cradle; child-sports. 

3 Early home: Situation, how built. Furniture. 

4 His friends : Family, animals. 

5 Bow and arrows. lagoo. 

6 First hunt : The journey, the deer, the feast. 

7 The birch canoe. The material, how made. The 



64 THE SECOND SCHOOL YEAR 

birch, cedar, larch and fir trees. The hedgehog. 
The painted beads. 

The canoe may be made from heavy paper and deco- 
rated and ornamented in the true Indian fashion. We 
shall use thread for the strong roots of the larch tree, and 
cardboard for the good branches of cedar to strengthen 
the canoe. 

NUMBER 

The aim is to make the work as practical as possible, 
to make number a necessity in clearing up other pictures 
or in doing things. In the work on the Weather Record 
and Sunshine Chart, in order to form a clearer picture 
of the month, such questions will be necessary : — 

1 How many cloudy days did we have the first week 
,of September? 

2 How many rainy days during the month ? 

3 How many more clear days than rainy days did 
we have? 

4 The number of rainy days is what part of the 
month ? 

5 The mornings that dew was found, equal what part 
of the month? 

6 In your collection of seeds how many were distrib- 
uted by the wind ? 

7 How many kinds of seeds are used as food for 
animals ? 

8 Examine fourteen twigs on the north side of a tree. 
What is the greatest difference in the length of the new 
growth in any two ? 

9 Compare with the longest growth on the south side. 



OCTOBER -NUMBER 65 




CHART n 



i-ines. 

Continue judgments and measurements in inches, feet, 
and yards. Have class draw, from directions, irregular 
figure problems. 

Find the perimeter of the figure. 

What is one-half, one-third, one-fourth of the perim- 
eter? 

How long are all the horizontal lines? 

Chart H represents a little town. At first let one block 
equal a mile and then call four blocks a mile for the main 
work. Place dots inside this area, and letter them: — 



66 



THE SECOND SCHOOL YEAR 



TABLE NO. I 



For directions see page 70. 



A is Anna's home. 

S is the school. 

P. O. is the post-office. 

P is the park. 

L is the lake. 

Who has the farthest to go to school ? 

If goes for to go to church, 

she go? 



how far will 



OCTOBER— NUMBER 



67 



/ 


TOP 
z 




CUT Out 


CUT Out 


Z 


z. 

LEG 

'- 



TABLE KO. 11 
Fold on dotted lines and cut on heavy. 



Area. 

Impress the children with the fact that finding the area 
of anything is finding the number of square units on its 
surface, which are always in rows with a given number 
of square units in a row. 

SUGGESTIVE PROBLEMS 

1 Draw and cut a rectangle two inches long and one 
inch wide. Fold the short edges together. Show one 
square inch. Show one row of two square inches. 

2 Cut a rectangle four inches long and one inch wide. 
Fold ro as to show one square inch. Show one row of 
four square inches ; three ; two. 

3 Cut rectangles two inches wide, showing two rows. 
This can be very nicely worked out in colored paper, 



THE SECOND SCHOOL YEAR 



'i 


'i 


1 


'^\ 








//2 \ 





CHAIR 

Fold on dotted lines and cut on heavy. 



using the inch square in shades and tints to develop the 



rows 



4 From a number of papers and cards, have the class 
select the one containing one row of five square inches, 
or two rows of four square inches. 



OCTOBER— NUMBER 69 

5 A square containing nine square inches will be how 
long and how wide ? 

6 A rectangle containing twelve square inches may be 
how long and how wide? 

7 Fractional work. 

a One horizontal row is what part of the area ? 

b One vertical row is what part of the area ? 

c One scjuare inch is what part of one row ? 

d One square inch is what part of the rectangle? 

Scale Work Continued. 

Draw the door, window or table, using one-fourth inch 
to a foot. 

ENVELOPE FOR SEEDS 

Draw a rectangle ten inches long and six inches wide. 

On the ten-inch lines one inch from each corner place 
a dot. 

Connect the opposite lines with dots. 

Call one inner line A and the other B. Extend lines 
A and B three and one-half inches to the right and three 
inches to the left. 

Connect the left ends of A and B and the right ends. 

Find the rectangles that are six inches long and one 
inch wide. 

Curve the two free corners of each. 

Cut out the figure thus drawn, fold it into an envelope, 
and finish neatly. 

BOXES 

Cut a rectangle four inches long and one inch wide. 
Fold so as to show one square inch. 



70 THE SECOND SCHOOL YEAR 

Make the sides of a box with this paper. 
How long is each side? How deep is the box? 
How many inches are there around the box? 
Place it on your desk so as to make a rectangle. 

It will be long and wide. 

Make other boxes into rectangles. 

TABLE NO. I 

Taking a square of paper similar to that shown on page 
66, fold it into sixteen small squares. Cut in on the 
heavy lines; fold on the light lines. Fold into shape 
and paste. To make the legs, use four one-inch squares. 
Fold each of these squares on the diagonal and glue them 
into the corners of the inverted box. For a table cloth, 
fold a piece of thin white paper into sixteen squares, and 
then cut off a half or quarter of an inch around the edge. 
Fringe the cloth. 

LANGUAGE 

We wish the children to talk freely and properly and 
a skillful teacher can lead them to do so without making 
them self-conscious. When a mistake occurs the teacher 
repeats her statement and makes the correction. It is a 
good plan to write in red or yellow crayon before all eyes' 
certain idioms : as — / sazif; I have scoi : There are, etc. 

Much care is needed in training children to express 
themselves logically in writing. They will wish to tell 
a story or explain some experiment, and the teacher must 
at first guide them by wise questions on each point. The 
thought is not that every child write the same sentence, 
but that each express himself on the first point of the 
lesson and then on the next and the others. The greatest 



OCTOBER— LANGUAGE 71 

care must be taken, that no mistakes shall occur in spell- 
ing, in the use of capitals, or in punctuation. 

That the written work may express the best honest 
effort of the pupil, he must be made to value his work 
very highly. He must not be given any scraps of paper or 
poor material on which to do his work. He must see that 
its final receptacle is not the waste-basket. The paintings, 
drawings, and written work are the only part of a pupil's 
record that a teacher can look at, that the child himself 
can see, and that may be shown to the parents ; therefore 
they should be carefully kept. A case in which each child 
has a compartment large enough for his papers has been 
provided and found exceedingly helpful along this line. 
The child will examine his work very carefully before it 
is put in the box, and when we get pupils to correct their 
own work a great deal has been done. 

To bring about clear and logical expression a little 
game is used with success : — 

'T am somebody. 

*T live about three feet from the ground. 

'T live in a little green cradle. 

*T stay in my cradle until September. 

'T have a body and silky sails. 

"The wind carries me away off. 

"Who am I?" 

After the child has told all he knows of the object he 
gives the final questions and is ready to receive answers. 

PRINTED LESSONS 

October 
This is October. 
The sky is blue and clear. 



72 THE SECOND SCHOOL YEAR 

There is frost in the mornings. 

The leaves and nuts are falling. 

We gather many seeds. 

The milkweed seeds are flying in the air. 

The maple leaves are yellov^ and red. 

The willow leaves are green. 

We see flocks of birds flying south. 

We do not see the caterpillars. 

We find many cocoons. 

We see a few grasshoppers. 

We have heat in our houses. 

Could you tell what month this is ? 

The Anxious Leaf 

The wind said : 'T will pull you off, little leaf, and throw you 
on the ground." 

This made the little leaf cry. 

It told it to the twig. 

The twig told it to the branch. 

The branch told it to the tree. 

The tree shook all over. 

It said : "Do not be afraid ; you shall not go until you 
wish to." 

This made the leaf happy. 

It danced when the wind blew. 

In October all the other leaves became very beautiful. 

They were getting ready to fly away. 

They were very happy in the thought. 

Then the little leaf wished to go, and grew beautiful in think- 
ing of it. 

The branches did not have pretty dresses on. 

They had more work to do. 

In a minute a puff of wind came. 

It took the leaf a journey in the air. 

It fell in a fence corner. 

It went to sleep and dreamed that it was still helping Mother 
Nature. 



OCTOBER— ARTS 73 

THE ARTS 

Writing 

1 Special drill on difficult small letters — r, s, a, w. 

2 Words in nature work or literature. 

3 Sentences that occur in the work. 

4 Stories or connected sentences. 

5 Pen-and-ink writing. 

6 Blackboard-writing. 

7 Drill on capitals. 

Drawing 

1 Seeds — showing parts concerned ni their distribu- 

tion — sails, hooks, wings. 

2 Primitive plow. 

3 Improved plow. 

4 The wheat field. 

5 Flail. 

6 Stones for grinding seeds. 

7 Wigwam, canoe, bow and arrow. 

8 Figures used in number work. 

Painting 

1 October landscape : The hill, the school yard. 

2 The trees selected for study. 

3 The leaf and the twig showing the rings and scars. 

4 The Indian with his bow and arrow. 

5 The wigwam in the forest. 

6 Canoe. 

7 Vase. 

8 Wheat. 

9 Nuts. 



74 the second school year 

Modeling 

On sand-board make an Indian settlement. 
Make clay dishes. 

Making 

1 Envelopes for keeping seeds. 

2 Canoe of heavy paper. 

3 Indian cradle, bow and arrow, wigwam. 

Music 
Theory. 

1 Singing of scale with loo, a, o, e. 

2 Singing of scale with 1, 2, 3, 4. etc. 

3 Singing of scale with do, re, me, etc. 

4 Interval work. 

5 Reading of chart exercises. 

6 Singing of easy exercises. 
Songs. 

1 Come, Little Leaves. 

2 Goodbye, Daisy, Pink, and Rose. 

3 The Brown Birds. 

4 The Milkweed Babies. 

5 The Little Leaves on the Maple Tree. 

6 Where Do All the Daisies Cto ? 

7 We Plow the Fields and Scatter. 

8 We Too Are Growing. 

Pictures 

1 Ruth the Gleaner. 

2 The Angelus. 

3 The Harvest. 

4 Indian Pictures. 




NATURE STUDY 



Every one who pauses at this season to hear the year's 
curfew must notice the sadness of the sounds, Decay, 
Death, Farewell, that are heard on every side. We hear 
them from the passing bird, in the rustle of falling leaves, 
in the whistling of the mournful wind which bears birds 
and leaves away. 

There are, however, different notes to be heard by the 
careful listener, which tell of the continuance of life in 
spite of death, of preparation for the future in the midst 
of the withering present. This is not a time of barren- 
ness but a time when fruits ripen and seeds are scattered. 
It is not an end but a new beginning. The autumn fruits 
are characteristic. They crown the plant's work for the 
year and form the cradles of next year's seedlings. They 
protect the life within the seeds and secure their dispersal. 

Another note of autumnal restlessness is sounded by the 
migratory birds as they congregate with great clamor be- 



76 THE SECOND SCHOOL YEAR 

fore starting, or as they pass overhead by night. The 
insects feel it and sUp away singly or in pairs, some with- 
out saying good-by, while others linger to say they are 
going. The cause for all the changes should be the first 
subject studied. 

Heat. 

SUGGESTIVE OUTLINE 

I General talk on the necessity for fires now. Speak 

of the hot August days and nights. Let children 
tell how their own houses are heated. 

II The sun : The source of heat. Heat stored up in 

wood, coal. 

III Artificial heat necessary. 

IV Fires. 

1 How made. 

2 Best material for kindling. 

3 Necessities to fire. 

The Apple. 

We have made a study of the plant as a whole, and in 
its relation to its surroundings — to soil, water, air, and 
sunshine. We have studied the relation of the parts — 
root, stem, leaf, and flower — to the whole plant and to 
one another, and the special work of each. 

When the seed ripened and scattered all about us, we 
studied the seed, its formation, protection, and dissemina- 
tion. But now October has gone and has taken with it 
the sunshine, the flowers, and the butterflies. The leaves 
are falling, the plant world seems dead. There is no 
better time to study the completed work of a plant. What 
is the result of all its labor ? The fruit in our hand. 



NOVEMBER— NATURE STUDY 77 

SUGGESTIVE OUTLINE 

I Observation of the apple. 

1 Form. 

2 Stem. Short, hard, and tough. 

3 Eye. See the five Httle pointed parts that look 

like a star. 

4 Color — ripe; unripe. 

5 Skin. Tough ; thin. Use. 

II Study of cross section. 

1 Notice the tough skin. 

2 The flesh. Color. Sometimes shows a divi- 

sion into an outer and an inner portion. 

III The core. 

1 Star-shaped, consisting of five rooms, in each 

of which are found one or two brown seeds. 

2 Split the apple lengthwise through one of the 

divisions of the core. 

3 Notice the length of the rooms, extending from 

near the stem almost to the eye. Narrow. 

4 The walls : Smooth, thin, tough, glossy. 

IV The seeds. Covering ; shape ; size. 

V Uses of the parts. 

1 Skin : Protection. 

2 Stem : To fasten the apple to the tree. 

3 Core : To protect seeds. 

4 Seeds : To make trees. Plant some seeds and 

see how long it will take them to come up. 

VI Use of the apple. 

1 To ripen seeds. 

2 To protect them. 



78 THE SECOND SCHOOL YEAR 

3 To scatter them. 

4 As food. 

VII Value as a food. 

1 How used. 

2 Cider-making. Experiment in the room or 

take class to a cider press. 

3 Apple-picking, packing, and shipping. 

4 Best varieties. 

VIII Care of apple trees. 

Trace in a wormy apple the burrow, beginning at the 
eye and extending to and perhaps through the core. 
Show the children the little creature that has crept into the 
apple. Tell them how a little moth lays, in the eye of the 
apple, an egg which hatches into a caterpillar. The cat- 
erpillar slowly eats its way to the core of the apple, and 
later makes another tunnel to the outside, creeps out, spins 
a cocoon in which it sleeps all winter, and the next year 
turns into a moth. This is called the codling moth or 
apple worm. It does great damage to apples. Encourage 
the children to examine, say, twenty apples, and see how 
many are injured by the codling worm. 

The life history that follows is taken from Nature and 
Life, by Hodge : — 

The larvae change to pupae in May, come out as moths late in 
May or June, and lay their eggs in June. The larvae generally 
crawl into the calyx cup of the young apple or eat their way to 
the core, complete their growth in three weeks ; eat their way out 
through the side of the apple, and either spin to the ground and 
crawl to the trunk of the tree or crawl down the branches and 
make their cocoons under the bark again. This occurs with the 
greater number early in July. In the warm weather of mid- 
summer the larvae complete their transformation quickly and 



NOVEMBER— NATURE STUDY 79 

emerge in two or three weeks, or about the middle of July, and 
greatly increase in number, lay the second brood of eggs, gen- 
erally on the late apples. Many of this brood are barreled with 
the apples, and the rest escape with the windfalls and discarded 
fruit and return to the tree trunk for the winter. 

Nuts. 

STUDY IN CONNECTION WITH THANKSGIVING INTERESTS 

I Kinds. 

1 From vicinity : Hickory, walnut, acorn, butter- 

nut, hazel, chestnut. 

2 From market : Pecan, Brazil nut, filbert, al- 

mond, peanut. 
Make a collection of nuts, with coverings and a leaf 
from the tree. 

II The tree. 

Habitat; growth; striking features; bark; leaf; 
shape ; blossom, and fruit. 

III Color of nuts. 

When ripe; when unripe. 

IV Covering. 

Kinds : Burrs ; rough, smooth. 

V Use of nuts to the tree. 

1 Find the plantlet. How will it get to the soil? 
Tell how the nuts roll into holes or down 
the hillsides, and how the trees cover them 
with their leaves and the winter snows bury 
them. Then the spring rains carry many of 
them down the gullies and ravines and they 
are planted in moss, leaf mould, or rubbish 
along the way. 



80 THE SECOND SCHOOL YEAR 

2 Plant the seed in the garden and see how long 
it takes for germination. Encourage the 
children to raise nut trees for themselves. 

VI Uses to animals and man. 

Food. Oil. 

VII Gathering: Time; method. 

VIII Shipping. 

Preparation for Winter. 

The need of warm clothing leads to this study. 

Man 

I Clothing. 

1 Cotton, wool, flax, silk, leather. Give a brief 

account of the life of the plant or animal 
from which each is obtained. 

2 Production of raw material. 

3 Manufacture of goods : Spinning, weaving, 

knitting, sewing, or tanning. 

4 Tests for cotton, woolen and linen goods. 

II House heating. 

1 Effects as shown by thermometer. 

2 Kinds of fuel used : Hard and soft coal, wood, 

coke, gas, and oil. 

3 Manner of heating houses: Open grate or 

stove for coal or wood ; furnaces for steam, 
hot water, hot air. 

4 How fires are started: Tinder box, matches, 

kindling. 

5 Dangers from fires. 

6 Expense of heating houses. 



NOVEMBER— NATURE STUDY 81 

III Food. 

1 Fruit. Dried apples. 

a Let each child pare an apple, quarter, core, 
and weigh. String and hang in a warm, 
sunny place to dry. After a few days 
take down and weigh again. Keep rec- 
ord of the weight, seeing each time how 
much has been lost in process. Work 
out problems so that children can tell 
how much has been lost. 

b Tell how fruit is dried on a large scale 
for family use. How drying has come 
to be a great industry. 

c Canning fruit : Peaches, pears, plums. 
How done. How fruit is kept from 
spoiling. 

d Preserves, jellies, butters, or jams. 

e Pickling of fruits and vegetables. How 
materials are kept fresh and good. 

2 Grains. 

a Recall wheat and flour. 

b Oats. Grain as food for man and animals : 
Rolled oats, oatmeal wafers, etc. ; straw. 

c Corn. Have in room a stalk of corn with 
roots, ripe ear and leaves ; also sweet 
corn, field corn, popcorn, Indian or 
corn meal, hominy and cornstarch. 

1 Habitat. Where does corn grow ? 

What kind of soil is needed ? When 
is it planted? When ripe? 

2 Appearance. Height, twelve to eight- 

een feet. 




I 



NOVEMBER— NATURE STUDY 83 

Roots. Many; tough, short and cord- 
like. Use: To carry nourishment to 
plant. 

Rootlets. Just above the ground ; act as 
braces to hold stalk erect. 

Stem or stalk. Jointed at intervals of 
from six to twelve inches. Erect. Pith 
inside closes at the joints. Cut stalk 
crosswise; observe outside covering; 
also inside. 

Leaves. Shape long, narrow, sharp- 
pointed. Notice smooth, even surface 
of new leaves. Old leaves rough and 
curved. Arrangement: Alternate from 
each joint. Size: From one to two 
feet long and from one to three inches 
wide. Notice how they are attached 
to the stem. Notice also the parallel 
veins. 

Flowers. Position. The tassel. The 
silk. 

Fruit. Number : From three or five to 
eight ears. Covering : Leaves or husks 
to protect corn. Grain arranged in 
rows. Count rows. Count grains in 
. a row. Notice silk from each kernel. 
Notice how ear changes in position 
when it is ripe. 

Harvesting. Corn cutting. Show picture 
of corn cutter, or, better, let children 



14 THE SECOND SCHOOL YEAR 

see work. Corn husking. Old way. 
Husking bee. 
10 Uses of corn : Stalk and leaves as fod- 
der for cattle, for weaving baskets, for 
fuel, for roofs, for paper-making. 
Husks for weaving mats; for stuff- 
ing saddles, mattresses, furniture. Cob 
as fuel. Kernels ground for meal. 
Make some in class, by grinding be- 
tween stones or some mill. Talk about 
mush; if possible, make some in class; 
also cornbread. Show how hominy is 
made, and how cooked. Tell how corn- 
starch is made and used. 
3 Vegetables. 

Potatoes, pumpkins, cabbage, beets, turnips. 

The test for starch may be made by small children. 
Apply a little diluted iodine to the food, and if it turns a 
bluish color there is starch in it. 

Tell how important corn was to the Indians and early 
settlers. Tell the story of Mondamin in "Hiawatha." 

Birds 
I Reason of migration. 

1 Climate. 

2 Food. 

n Preparation to go. 

1 Flocks. 

2 Pairs. 

3 Singly. 

4 Noises during preparation. 



NOVEMBER— NATURE STUDY 85 

III Extent of migration. 

1 Insect-eaters. 

2 Seed-eaters. 

IV Time of migration. 

1 Bluebird, November. 

2 Robin, November. 

3 Oriole, September. 

V Day migrators. 

1 Birds with strong wings. 

2 Brave birds. 

VI Night migrators. 

1 Small birds. 

2 Shy thicket birds. 

VII Course of migration. 

1 Coast lines. 

2 Valleys. 

3 Rivers. 

4 Mountains. 

VIII Difficulties on journey. 

1 Fog. 

2 Clouds. 

IX Peculiarities of birds in flight. 

1 Form of flocks ; the leader ; noises. 

2 Taking food and water. 

3 Rest. 

X Distance from ground during flight. 

XI Advantages of good sight and hearing. 

XII Picture the warm country. 

XIII Habits in new home. 

XIV Change in appearance. 



86 THE SECOND SCHOOL YEAR 

REFERENCES 
The Heating of Houses 
American Inventions and Inventors. — Mowry. 

Coal 

Geographical Reader, IV. — Xing. 

Great American Industries. 

The Apple and Hozv to Grozv It. — Farmers' Bulletin, No. 113. 

The Codling Moth. — Cornell University Bulletin. 

Nut Culture in United States. — U. S. Dep't. of Agriculture. 

Forest Nursery. — Bulletin, Bureau of Forestry. 

LITERATURE 

In the work for this month there will be some mythi- 
cal stories, of the sun, moon and stars, and some stories 
of fire. 

The stories must be used as a means for developing 
reasoning abihty, imagination, etc. To secure this end 
the work must be presented in a way that will the most 
easily lead to it. The stories must be pictured in colored 
crayon on the board. Word pictures, the most vivid, 
must grow from the descriptions. Go slowly, remember- 
ing the aim is to make the work a means for growth. 

STORIES. 

1 Why the Bear Is Stumpy-tailed. — Dasent. 

2 Snow White and the Seven Little Dwarfs. 

3 Mowgli's Brothers.— iv/>//;/^. 

4 Toomai of the Elephants. — Kipling. 

Stars. 

1 Peep Star. Star V^^^.—Wiltse. 

2 The Legend of the Great Dipper. — Wiltse. 



NOVEMBER— LITERATURE 87 

3 Callisto and Areas. — BulfincJis Mythology. 

4 Orion. — Bulfinch's Mythology. 

Moon. 

1 Diana and Endymion. — Bulfinch's Mythology. 

2 Ladymoon. — Whittier's Child Life. 

Sun. 

1 Apollo. 

2 Aurora. 

3 Baldur. 

4 Phaethon. — Bulfinch's Mythology. 

a Talk of Jupiter and the gods of Olympus. 

h Epaphus. 

c Phoebus, father of Ph?ethon. 

d Phsethon's boast to Epaphus. 

e Palace of the Sun. (A beautiful description.) 

/ Visit to his father and his request. 

g Phoebus's answer. 

h The result. 

i Description of the Sun Chariot. 

j Father Phoebus's advice. 

k Description of the ride. 

/ Effect on the world. 

m Effect on Phaethon. 

Fire. 

1 The Secret of ¥\vq.— Nature Myths, Cooke. 

2 Prometheus. — Cooke, Bulfinch. 

3 The tinder box. 

Migration. 

1 Coming and Going. — Wiltse. 



88 THE SECOND SCHOOL YEAR 

2 The Storks. — Andersen. 

3 The Crane Express. — Child's World. 

POEM 

Seal Lullaby. — Kipling. 

HISTORY 

The month of November carries with it a purely 
American holiday, Thanksgiving, which will be consid- 
ered in its various aspects, as a harvest feast, a day for 
giving thanks, a day for family reunions, and a day of 
most interesting historical origin. 

The season of harvest or plenty has been dwelt on at 
some length in the work on wheat and the preparation 
man makes for winter in gathering his crops of corn, 
pumpkins, potatoes, and apples, and canning fruit. 

The time-honored institution of the family Thanks- 
giving dinner is quite familiar. The new part of the 
work to the children will be the story of the Pilgrim 
Fathers. 

They will be able to help picture the country as the 
Pilgrims' land, on account of the Indian work they have 
had. This is a great step in advance in their study of 
man, as they compare the Indians and the Pilgrims in 
clothing, home, furniture, utensils, food, etc. 

The children must be made to feel the hardships of 
hunger, homesickness, and cold which the people suffered, 
and work with them to secure comforts. Many pictures, 
drawings, materials, and vivid word pictures must be 
used to this end. Children will suggest no aid unless they 



NOVEMBER— HISTORY 89 

feel the need of it, for it is necessity that is the mother 
of invention. 

It would be well to picture on the sand-board the coun- 
try with its dense forests and few wigwams, and let the 
children work with the Pilgrims to cut down trees, build 
houses, and explore the country. Let them build a house 
two feet by one and a half in size. Let them suggest and 
procure the small logs, the roof (probably thatched), and 
the mortar for stopping up the holes. 

Some characters for special study will be taken up: 
Miles Standish, Governor Bradford, Priscilla, John Al- 
den. Peregrine White, Betty Alden, Lora Standish, Ruth 
Endicott, and Massasoit. 

We must not think the Pilgrims were sad, gloomy peo- 
ple ; although they had hardships, they were a brave, happy 
set. From "Customs and Fashions in Old New England" 
we find that their Thanksgiving week was a season of 
recreation and feasting. Edward Winslow wrote to a 
friend: "Our harvest being gotten in, our governor sent 
four men out fowling that we might after a special man- 
ner rejoice together after we had gathered the fruits of 
our labors. They four killed as much fowl as, with a 
little help beside, served the company about a week. At 
which times among other recreations we exercised our 
arms, many of the Indians coming amongst us, and among 
the rest their greatest king, Massasoit, with some ninety 
men, whom for three days we entertained and feasted, 
and they went out and killed deer which they brought 
and bestowed on our. governor and upon the captain and 
others." 

As Governor Bradford specified "beside waterfowle 



NOVEMBER-HISTORY 91 

ther was great store of wild turkies," we feel sure that 
our forefathers and foremothers feasted on turkey on that 
occasion. They probably fared better than the people in 
England, for turkey was scarce in England. 

There were only fifty-five English to eat this dinner, 
yet there were plenty of guests by the time the ninety 
red men were around the board. But these did not come 
empty-handed, for the best from the forest were their 
gifts. The picture of that Thanksgiving day — the block- 
house with its few cannon; the Pilgrim men in buff 
breeches, red waistcoats, and green or sad-colored man- 
dillions; the great company of Indians, gay in holiday 
paint and feathers and furs ; the four overworked, home- 
sick women in worn and simple gowns with plaid coifs 
and kerchiefs, and the pathetic handful of little children 
— form a keen contrast to the prosperous, cheerful 
Thanksgiving of a century later. 

OUTLINE OF WORK 

I The Pilgrims in England. 

II In Holland. 

III Preparation for new home. Departure. 

IV The voyage: The ships, life on board, the storms, 

the babies. 

V Exploring expeditions. 

VI Plymouth Rock, season, landscape. 

VII Making homes. Kinds of houses needed; material 

for building. Material for fuel. 

VIII Build a house to a definite scale. Select the wood, 

mix plaster to fill the cracks, make the roof. 

IX Some colonial people: Miles Standish, William 



92 THE SECOND SCHOOL YEAR 

Bradford, Priscilla, Betty Alden, Lora Standish, 
Ruth Endicott. 

X Mode of travel. Compare with that of the Indians. 

What the Indians thought of the ship. 

XI Animals. 

XII The first winter. 

1 Shelter. Fireplace. Furniture. 

2 Food. Hunting. 

3 Clothing. Spinning. 

4 Result of the winter. Sickness. 

XIII Friends — Samoset, Massasoit. 

XIV Harvests. 

XV Thanksgiving. The food and its preparation, the 

visitors, the dinner. 

Let the children dress in colonial costumes and serve 
the dinner to the Indians. 

NUMBER 

The quick work must be kept up every day by rapid 
sight work; it must be varied in its presentation by some 
device on the blackboard, or by cards with numbers on 
them, like that here shown. Test the work often by these 
questions: Are the children able to work more rapidly? 
Are they able to do more difficult problems with speed ? 

A few suggestive problems are given along the lines 
of work for the month. Each subject must be given the 
time it needs for its development. 

NATURE STUDY PROBLEMS 

1 How many days in October were clear? 

2 What part of the cloudy days were rainy? 



SPECIMEN CARD FROM SANFORD'S 
WORD METHOD IN NUMBER 



94 'IHE SECOND SCHOOL YEAR 

3 How many more frosts did we have than dews? 

4 What was the prevailing wind during the month? 

5 How many more rainy days had October than 
September ? 

6 How many different animals store food for winter ? 

7 Which is the greater, the number of animals that 
migrate or the number that stay at home during the 
winter ? 

8 How many more of the animals named on the list 
hibernate without food than feed abroad during the win- 
ter? 

9 Name sixteen animals that we see in summer. 

10 What part of these hibernate? 

11 How many plants can you find that bear leaves 
the whole year ? 

12 What part of the trees north of the long walk on 
our campus bear leaves all the year? 

13 How many plants can you name that live but 
lose their leaves? 

14 What part of the list die down to the roots in 
winter ? 

15 What part die entirely at the approach of winter? 

Area. 

SUGGESTIVE PROBLEMS 

I To change the sides of a box into a rectangle, the 
width of which will be the depth of the box, the 
length of which will be the sum of the four 
sides : — 

1 Make a rectangle four inches long, one inch wide. , 

2 Fold the short edges together. 



NOVEMBER— NUMBER 95 

3 Fold again so as to show one square inch. Crease 
well and open. 

4 Place it on the desk so as to show the four sides of 
a box. 

5 Make a rectangle six inches long and one inch wide. 

6 Make a rectangle eight inches long and two inches 
wide. 

7 Give clear and accurate directions for folding the 
paper so as to make the sides each two inches. 

8 How long is the box? how wide? ho\y high? 

9 The sides and ends of the box make a rectangle how 
long and how wide? 

10 How many square inches are in one side? 

n Given the length, width, and depth of a box, to find 
the rectangle into which it can be turned : 

1 A box is two inches long, two inches wide and one 
inch deep; what size rectangle will its sides and ends 
make? 

2 A box is three inches long, two inches wide, and one 
inch high ; how many square inches are on the bottom ? 
HI Given the four equal sides of a box, to find the 

square inches on the sides and ends ; or, given 
the size of a side and an end, to find the square 
inches on the surface: — 

1 Fig. — is one of the four equal sides of a box. 

2 How many square inches are on the sides and ends 
of the box? 

3 How many square inches are on the top of the 
box ? 

4 The square inches on one end are what p?rt of the 
square inches of the ends and sides? 



96 THE SECOND SCHOOL YEAR 

Angles and Triangles. 

1 Right angle. Apply to familiar things in the room. 

2 Acute angle. Find examples. 

3 Obtuse angle. Draw, cut, and find examples. 

4 Make a right triangle; name the angles. 

5 Isosceles triangle. 

6 Equilateral triangle. 

7 Work out a color lesson or design in triangles. 
Lines— The Rod as a Whole. 

1 Have a pole or string in the room. 

2 Test : Stand one rod from the door. 

3 Notice the height on the wall of the vertical rod. 

4 Use ruler to find 16>^ feet = 1 rod. 

5 Use yard-stick to find 5^^ yards = 1 rod. 

Children measure off a string for their own use in 
measuring. 

OUTDOOR WORK 

1 Stand one rod apart. 

2 Find a tree one rod high ; two rods. 

3 Estimate many things and then measure. Fix well 
the distance one rod; two rods. 

4 Step off one rod. 

5 How many rods long is the board walk? the tennis 
court? the fence? 

6 Mark off the foundation for a house; find how 
many rods it is around it. 

Scale Work. 

Tell the children about a certain field that you wish 
them to draw. 

For every rod have them draw a half -inch on their pa- 



NOVEMBER— NUMBER 



97 








o 




















• 









MATCH SAFE 
(For directions for making see pages 98 and 99) 



per. Make It an irregular field, and have gates of a 
definite size. 

In this work have many problems in which the child 

will need to change the rod quickly to feet or yards. 

« 

Weight. 

Talk of the use of scales or balances. 

Let the children plan some way of telling which of two 
things is the heavier. 



98 THE SECOND SCHOOL YEAR 

An Upright stick having a horizontal piece fastened 
with a pivot on the top will make a fair balance. 
Use the scales with all the weights in the class : — 

1 One pound — test the weight in the hand. 

2 One-half pound or eight ounces. 

3 One-fourth pound or four ounces. 

4 One-eighth pound or two ounces. 

5 Two pounds. 

6 The eight-ounce weight and a two-ounce weight 

together equal what part of the pound weight? 

7 If cinnamon costs ten cents an ounce, what will 

half a pound cost? 

Outline of Lessons for November 

I The numbers 15 and 16. 

II All, combinations and separations. 

III Quick work on numbers studied. 

IV Science problems. 

V Area. 

1 Change sides and ends of a box into a rec- 

tangle. 

2 Given the length, width, and depth of a box, 

to be turned into a rectangle. 

3 Given four equal sides of a box, to find the 

square inches on the sides and ends. 
W Make a book for printed stories. 
\\\ Work on angles and triangles. 
^TII Work on lines, rod. 
IX Work on weight. 

MATCH SAFE 

Draw a square eight inches on a side. 
Mark off in two-inch squares. 



NOVEMBER— LANGUAGE 99 

Cut out the Upper corner squares. 
Cut in on the heavy lines and fold into shape. Perfo- 
rate for hanging. 

LANGUAGE 

Oral. There will be a time in the day for one group 
of children to tell stories to the other people in the room. 
These may be stories that they have heard in school or at 
home. They must be told so plainly that all can hear and 
understand them. Correct speech must be insisted upon, 
and the errors of individual pupils noted and corrected. 
See that they tell the story so as to bring emphasis upon 
the point. 

The observations made on the animals will be told by 
the children. They will talk about the coverings of the 
different animals, and decide which is the best for a cold 
country or for water, etc. 

Written. The main points of any lesson will be 
summed up and written by the child as a record of the 
work done on that day. These will be general truths 
reached by the development of the lesson, to which a 
child can turn at any time and tell the substance of the 
work. Other written work will be done, as : — 

1 The covering of animals in the far North. 

2 The Eskimo. 

3 The home of the seal. 

4 Story of a pumpkin seed. 

5 The easiest way to heat a house. 

6 Stories of the Pilgrims. 

7 Betty Alden and Lora Standish. 

8 The story of a sealskin coat. 



100 THE SECOND SCHOOL YEAR 

SUGGESTIVE OUTLINE 

The easiest way to heat a house: — 

1 It is getting cold and we must have fires in our 
houses. 

2 We have grates and stoves in our houses. 

3 Some people burn coal and some burn gas. 

4 Furnaces are good for heating houses. 

5 Our schoolroom is heated by hot water in radiators. 

6 Some people near large forests use wood for their 
fires. 

7 Corn cobs will make a good fire for the farmer who 
has shelled his corn. The price of corn has been so low at 
times that farmers have burned the corn for fuel. 

8 The Indians knew nothing of the various kinds of 
fuel now used. 

9 They burned wood. 

10 The Eskimos have not even wood to burn. 

11 They make oil from the fat of animals and bum 
that. 

12 The Pilgrims burned wood. 

13 They made wood fires to keep the wild animals 
away. 

14 Gas is the best and least troublesome means of 
heating. 

The written work done by the children will be read 
from the papers or blackboard ; then printed and given to 
them to be used in reading-lessons. 

OTHER READING-LESSONS 

1 Yearly Travelers. — All the Year Round. 

2 Winter Quarters. — All the Year Round. 



NOVEMBER— ARTS 101 

3 The Squirrels. — All the Year Round. 

4 How the Chipmunk Got the Stripes on His Back. 

— All the Year Round. 

5 Asleep on the Trees. — Nature Stories. 

6 A Cocoon. — Nature Stories. 

7 Asleep in the Ground. — Nature Stories. 

THE ARTS 

Writing 

Along with the use of plain, bold, legible script must 
come speed. The child's thought must not be crippled by 
the slow, painful drawing of letters so often seen in 
schools. 

Special daily drills must be given to help the children 
to acquire difficult forms. Give frequent drills in writ- 
ing words that have been developed. Give exercises in 
writing sentences about what the pupils can see in the 
room or from their window. 

The writing in language work must show the very best 
work of the pupil, as to sentence structure, capitals, and 
form of letters. 

Drawing 

1 Pumpkin, Jack-o-lantern. 

2 Cross-section of the pumpkin. 

3 Nuts. 

4 The seal. Its home. Its flippers. 

5 Eskimo house. Sledge ; harpoon ; dogs. 

6 The country as the Pilgrims found it. 

7 The Mayflower. 



102 THE SECOND SCHOOL YEAR 

8 Cradle, chest, gun, powderhorn, and sword. 

9 The Pilgrim home, and the Indians. 

Painting 

1 November landscape, in its reds, yellows, and faded 

brown. 

2 Trees for special study. Give direction and help 

for mixing the color for the pine or maple when 
necessary, 

3 The pumpkin and vine. 

4 Apples and corn. 

5 Animals in feathers . Turkey, woodpecker. 

6 Animals covered with hair. 

7 Animals covered with fur. The seal. 

Modeling 

1 The nuts in clay ; also apples, pumpkins, potatoes. 

2 The seal. 

3 The Pilgrim mill. 

4 Plymouth colony on sand-board : Huts ; wigwams 

at a distance. 

Making 

1 The Pilgrim house, roof, door, hinges. 

2 Mayflower. (Large cucumber cut lengthwise, and 

hollowed out, with paper sails on top.) 

Music 

The teacher aims to develop the best elements in the 
child's nature. A little one whose environment has not 
been such as would tend to the higher development of his 
character often may be rescued and turned toward higher 



NOVEMBER— ARTS 103 

and purer thoughts through this branch of human culture. 
Music is the expression of a beautiful thought. As the 
child sings he should feel and act out the sentiment. 

Theory. 

1 Scale work. 

2 Interval work. 

3 Key of G. 

4 Reading of exercises. 

5 Singing of exercises. 

6 Work on notes and time. 

Songs. 

1 Over the River and Thro' the Woods. 

2 Harvest Song. — Eleanor Smith. 

3 Little Jack Frost. — Walker and Jenks. 

4 The Mill by the Rivulet. — Walker and Jenks, 

5 Make Us Truly Thankful. 

Pictures 



1 The Pilgrim exiles. 

2 The first Thanksgiving dinner. 

3 The landing of the Pilgrims. 

4 Indian pictures. 




NATURE STUDY 



In December the work on animal coverings will be 
taken up and viewed from a new standpoint, — that of 
their commercial value. The experience of the children 
will tell of a change in their own clothing, wraps, bed- 
clothes, etc. Notice the difference between the summer 
and the winter dress. Whom must we thank for our 
warm stockings and dresses? This will lead to a study 
of wool-bearing animals, of which the sheep will be the 
type. It is specially appropriate to study the sheep, be- 
cause it enters into the Christmas work. 



Sheep. 



SUGGESTIVE OUTLINE 



I The sheep. (Have a good picture.) 

1 Size. 

2 Head. 

a Horns — use. -Compare with cows' horns. 
b Teeth, cud. 

104 



DECEMBER— NATURE STUDY 105 

3 Legs. 

a Cloven feet. 

b Compare with hoofs. 

c Compare with nails. 

4 Neck. 

5 Food in summer; in winter. 

6 Adaptation of neck to food. 

7 Adaptation of teeth to food. 

8 Comparison with the cow. 

II History of the sheep. 

1 First domesticated animal. 

2 Habits — domestic, wild. 
a Live in flocks. 

b Means of defense. 

3 The shepherd or shepherdess. 
a The dress. 

b The necessity for shepherds. 

c The crook. 

d The sheepfold. 

e The care of the sheep and the lambs, nec- 
essary in order that they shall have food 
and water, shall be protected, and shall 
not wander away. 

III Covering of the sheep. 

1 Wool : Very fine hair. 

2 The oil in the wool. Its use. Experiment 

with water. 

3 Use of wool to the sheep: Protection. 

4 Use to man: Clothing. 

IV Use of the sheep to man. 

1 Wool : Clothing. 



106 



THE SECOND SCHOOL YEAR 




2 Skin : Book-binding ; leather. 

3 Flesh : Food. 

4 Fat: Tallow. 

V Preparation of wool for use. 

In order that the preparation of the wool be fully un- 
derstood a woolen mill should be visited, where the wool 
may be seen in its various stages, from the raw material 
to the cloth in the loom. The children will have wool, 
and in a crude way go through the various steps in its 
preparation. 



DECE.MD::R— NATURE STUDY 107 

STUDY OF WOOL 

I Washing sheep. 

1 Why done. 

2 How done. 

II Shearing sheep. 

1 How done to-day, 

2 The fleece. 

3 Wool press. 

4 Shearing in "Ramona." 

III Treatment of wool in the factory. 

1 Sorted by hand. 

2 Dipped into hot water. 

3 Dried on racks. 

4 Dipped in hot alkaline water. 

5 Dried. 

6 Cribbling machine. 

7 Oil mixed with it. 

8 Rovings. 

9 Yarn. 

IV Coloring. Heat water and dissolve coloring-matter 

in it. Notice effect of one dip; of two or three 
dips. 

V Weaving. 

1 Examine the loom, the shuttle, the warp, the 

woof. 

2 A simple loom has been made for the room, in 

which the children can weave crude cloth 
and thus gain a better understanding of the 
principle involved in weaving. Have them 
compare the cloth they have made with 
that of their own clothing. 



108 THE SECOND SCHOOL YEAR 

3 Why is some cloth fine and some coarse? 

4 Account for the different colors in your dress. 

5 The different things made from wool. 

6 Make a chart showing the picture of the sheep, 

the wool, carded wool, rovings, yarn, cloth, 
etc. 

7 Fire test for wool. 
VI History of weaving. 

Weaving is perhaps the most ancient manufacturing 
art, its invention being lost in antiquity. Keary says: 
"The art of platting, which carries in it the germ of the 
art of weaving, is of immemorial, undiscoverable antiq- 
uity." 

There* can hardly have been a time when men did not 
weave together twigs or reeds to form a rude tent cover- 
ing — a primitive house. And one proof of the extreme 
antiquity of this practice is given by the many different 
names for twigs, reeds, etc., in different languages, which 
are derived from words signifying to twist or to weave. 

There are three primal race occupations mentioned by 
many authorities : planting for food, building for shelter, 
and weaving for clothing. 

Among the relics of many prehistoric races there has 
been found fine woven cloth, sometimes worked with an 
artistic design. It is said that for four thousand years 
there has been a practice of weaving hair and wool into 
cloth with distaff and spindle, and that the weaver's loom 
dates back to the time of Noah. 

We read of the weavers of ages ago in the Far East 
who built their houses near the mango trees, under which 
at sunrise they set their looms and diligently worked all 



DECEMBER— NATURE STUDY 



109 



day. In Lapland we see the maidens in their ice huts sit- 
ting by their looms of reindoor bones, weaving articles 
necessary to them. 

In the Old Testament references are frequent to this 
art. In the story of Samson the cultivation of flax and 
weaving and spinning seem to be a great industry. It is 
not known how the art of weaving was originated, but it 




WHITE PINE 



may be that from the observation of the birds primitive 
man saw how substances could be interlaced so as to form 
a continuous web. The simplest form of weavimg is that 
employed in making the mats of the uncivilized races. 
The Indians were quite expert in making baskets, the 
reeds being so closely woven that water could be carried 
in them. 



no 



THE SECOND SCHOOL YEAR 



The 



Begin 



Pine. 

the 



work 



bright green needles. 




by visiting a pine tree. Notice the 
Notice its form, tapering and point- 
ed so the snow can fall off. Com- 
pare with another tree, as the 
maple. Why have evergreens 
this shape? Think of them in 
a great windstorm. They do 
not catch so much wind as they 
would if they were broad at the 
top. 



SUGGESTIVE OUTLINE 



III 



I Trunk. 

1 Reaches almost to top 
of tree; straight and 
tapering. 

2 Length and straightness 
characteristic po i n t s. 
How well it is used for 
a flag-pole. 

II Branches. 

1 Extend from trunk al- 
most hori z o n t a 1 1 y, 
longest nearest base. 

2 Bend easily; quite 
tough. Notice how 
they bend under load 
of snow. 

Leaves. Arrangement and form. 

1 Bundles of leaves clustered in masses, near 



CONE OF WHITE PINE 



DECEMBER— NATURE STUDY 111 

ends of branches, where all can get the 
sunlight. 

2 Leaves near base of branch or twig are fas- 

tened loosely, or perhaps have fallen off, 
leaving scars that make the branch rough. 

3 Two, three or five leaves in a group, held to- 

gether by brownish cup at base. 

4 Bundles grow out from all sides of twig, so 

that needles point in all directions. 

5 Needles two or three inches long ; green, each 

flattened a little on side toward next needle 
and rounded on other side. Pointed, thick, 
and tough. 

6 Compare with leaves of other trees. 

IV Cones — position: Near top of tree toward ends of 

branches. 

V Scales. 

1 Arrangement. 

2 Find the seeds — two at the base of each scale. 

How do they get to the ground ? Wing. 

3 Notice the gummy substance sealing up the 

scales. 

VI Use of the pine tree. 

1 Beauty. 

2 Protection. 

(/ Rows of pines planted to protect a house 

from wind. 
b Furnish protection and homes for birds 

and animals. 

3 Food. California pine nuts used as food. The 

seeds food for birds. 



112 



THE SECOND SCHOOL YEAR 



Resin or crude turpentine. 

a Spirits of turpentine, made from resin. 
h Tar, obtained from the wood. 
c Pitch. 




PITCH PINE 



5 Lumber. 

a Matches ; kindUng ; window frames ; 
boxes. General building purposes. 

h Notice grain of wood. Soft or hard 
wood. 

c Best lumber from trees at least a hun- 
dred years old. 

6 Christmas trees: America, Germany, Nor- 

way. 



DECEMBER— NATURE STUDY 113 

OTHER EVERGREENS 

I Spruce. 

1 Shorter leaves, growing singly from all sides 

of the branches. 

2 Use: In manufacture of paper, and for lum- 

ber. 

II Hemlock. 

1 Leaves short and flat, silvery underneath. 

Grow on opposite sides of branch. 

2 Use : Lumber. Bark used for tanning leather. 

HOLLY AN EVERGREEN 

In the North, it is rare and quite small. 

In the South it grows from thirty to fifty feet high, a 
slender tree, tapering toward the top. 

The bark is light gray. 

The young branches are green, covered with a rusty 
coating of down; later they become smooth and brown. 

The leaves are tough, deep green, and glossy, havmg 
a wavy edge. Each projecting point is armed with a 
sharp tooth. The leaves cling to the tree for three years. 
The old leaves are pushed off in the spring by new buds. 

The blossoms are small and greenish white. They grow 
from the axils of the young leaves, and appear in June. 

The red berries remain on the tree all winter. 

The tree is slow of growth and lives to a great age. 

Tell how it is used for decorations; why it is liked so 
well. 

REFERENCES 
Animal Kingdom. 
Natural History. — Wood. 
Our Western Empire. — Brockett. 



114 



THE SECOND SCHOOL YEAR 



Savage World. — Buel. 

Popular Zoology. — Jenks. 

Hand Loom Weaving. — Todd. 

Nature and the Child. — Scott. 

The Common Trees. — Susan Stokes. 

A Year Among the Trees. — Wilson Flagg. 

Our Native Trees. — Harriet Keeler. 

Familiar Trees and Their Leaves. — F. Schuyler Mathews. 

Evergreens and Hoiv They Shed Their Leaves. — H. P. GouM, 

Cornell University Leaflet. 
Trees of Northeastern America. — Newhall. 
Earth as Modified by Human Action.— M.2ivs\i. 




AUSTRALIAN PINE 



LITERATURE AND HISTORY 

The great festival season is now at hand, and we are 
confronted with the question of what is to be done that 
will be both pleasant and profitable to the children. This 



DECEMBER— LITERATURE AND HISTORY 115 

is preeminently the children's holiday season, and they 
have a right to the fullest enjoyment of it, which means 
that the teacher must give it much careful thought. 

The story of the Christ Child told in all of its simplicity 
and beauty cannot but touch and satisfy the hearts of 
little children. Develop the story, a part at a time, not 
as a faraway legend but as a vivid reality. Let the chil- 
dren first know the Christ as a little child like themselves. 
Give them the true story, putting all the love possible into 
it. Talk to them about travel in that day; tell why the 
donkey was ridden, describing the mountainous country. 
Tell of the habit of going to Bethlehem and let them start 
from the humble Nazareth home and travel with Joseph 
and Mary to Bethlehem. Tell of the wise men, their 
beautiful white camels and splendid trappings, and of the 
shepherds in their skin coats, lying under the starry sky 
with their flocks. They will almost see the light of the 
star and hear the music, and will unite in the chant, 
*Teace on earth, good will toward men." 

We have children in our school from foreign countries. 
It is enjoyable to them to tell and hear again the story 
of their own Christmas. Begin by considering Christmas 
as it is observed in the United States, and by questioning 
discover whether or not the American children believe 
that all other children have the same. Use pictures of 
landscapes and of people, tell stories of various holiday 
customs, and explain their origin; speak of parents' 
preparation for the festival, of children's preparation, of 
Santa Claus, and so oh. 

Find which country the children would rather be in at 
Christmas time, and why. 



116 THE SECOND SCHOOL YEAR 

OUTLINE OF CHRISTMAS WORK 

I Expectation of the coming of Christ. 

1 Joseph the carpenter. 

2 Mary. 

II Journey to Bethlehem. 

1 Home in Nazareth. 

2 Why the journey was made. 

3 Mode of travel. Why donkey was ridden. 

III Arrival at Bethlehem. 

1 The inn. 

2 The crowd of people. 

3 The birth of Christ. 

IV The shepherd scene. 

1 The fold. 

2 The care of the sheep. 

3 The light, the chant, and the star. 

V The wise men. 

1 Why they journeyed. 

2 Describe the Greek. 

3 Describe the Hindoo. 

4 Describe the Egyptian. 

5 Mode of travel. Camel: Size, general char- 

acteristics. Why used ; endurance. 

CHRISTMAS IN VARIOUS LANDS 

I Christmas in America. 

1 Christmas tree. 

2 Christmas presents. 

3 Christmas dinner, 

4 Visit of Santa Claus. Sleigh, reindeer. 



DECEMBER— LITERATURE AND HISTORY 117 

II Christmas in Germany. 



Ill 



IV 



V 



1 


National festivities. 


2 


Use of cedar boughs and trees. 


3 


Parents' preparation. 


4 


Children's preparation. 


5 


How the day is observed. 


Christmas in Holland. 


1 


Description of country and people. 


2 


Sports of children. 


3 


St. Nicholas. The white horse. 


4 


Parents' preparation. 


5 


Children's preparation. 


6 


How the day is observed. 


Christmas in Norway. 


1 


Show pictures of country and people. 


2 


How children go out on snowshoes to select 




the pine tree. 


3 


Preparation of parents. 


4 


Observance of the day. Christmas tree, feast- 




ing. 


5 


Gifts to all the animals. 


6 


Yule : Peace. 


Christmas in France. 


1 


Children's preparation. 


2 


Gifts to birds. 


3 


Observance of the day. Feasting. 


4 


Story of Piccola. 



In each case have the children tell in which country 
they would rather be at Christmas time, and have them 
give the reasons for their choice. 



118 THE SECOND SCHOOL YEAR 

CHRISTMAS STORIES 

1 St. Nicholas and His Gifts. — Mrs. Jameson's 

Legendary Art. 

2 Tiny Tim, Christmas Stories. — Dickens. 

3 The Fir Tree. — Hans Andersen. 

4 The Last Dream of the Oak. — Andersen. 

5 St. Christopher. — Wiltse. 

6 Stories of the Madonna pictures. 

7 Story of the First Christmas Tree. — Grimm. 

CHRISTMAS POEMS 

1 Mrs. Yeardley's Guest. 

2 Christmas Song. — Eugene Field. 

3 While Shepherds Watched Their Flocks. 

Holly 
Not one pretty flower would stay, 

When old Autumn nipped the grass ; 
For she had a cruel way, 

Though as red-cheeked as a lass. 
Winter had our Northland taken. 
Her white flags by wind outshaken. 

What then was there bright enough 

For the Merry Christmas Day? 
"Good Dame Nature, be less rough," 

Said the folks, "leave storms, we pray; 
Bring some posies and be cheery, 
Lest she find the world too dreary." 

"What are posies in the gleam 

Of my beautiful white frost?" 
Said the old dame from her dream ; 

"By the hedge all snow-embossed 
Bloom itself the glad day carries" ; 
And she held up holly berries. 



DECEMBER-NUMBER 119 

How their scarlet brightness shone 

In the morning's airy tracks ! 
Nature is a wise old crone : 

She knows what a picture lacks. 
Winter lost its melancholy ; 
Christmas laughed to see the holly. 

— Susan Hartley, Nature in Verse. 

NUMBER 

Teach all the combinations and separations of the 
numbers 17 and 18. Continue the quick work and the 
science problems. Practical problems should be given 
some of the time. 

SUGGESTIVE EXERCISES 

Area. 

I Change a triangle into a rectangle. 

Cut out a triangle with a base 4 inches long and alti- 
tude of 4 inches. Point to the vertex of the upper angle ; 
the vertex of the right angle. Fold the vertex of the 
upper angle on the vertex of the right angle. Crease and 
open. Mark the upper part A and the lower part B. Tear 
off A and place its oblique side next to the oblique side of 
B, so that A will be upside down. 

Note. — Make this triangle out of heavy cardboard and 
use little splints to join the cards to form the triangle or 
rectangle. 

1 How long is the base of the triangle? 

2 What is the altitude of the triangle? Turn it into 
a rectangle. 

3 How wide is the rectangle ?j 

4 How long is the rectangle? 

Work for this truth : The rectangle has the same base 




vS 



^ 



-5^ 




SLED 
Cut on heavy lines, fold on dottetl. 



DECEMBER— NUMBER 121 

as the triangle and an altitude equal to one-half the alti- 
tude of the triangle. 
II Change a rectangle into a triangle. 

Cut out a 2 X 4-inch rectangle. 

It has — rows, — square inches in a row, and — 
square inches in the area. 

One inch from the upper right corner on the four- 
inch line, make a dot. One inch from the upper left 
corner make a dot. Make a dot in the middle of the 
lower line. Draw lines connecting these dots, and mark 
the parts A, B, C. Cut on the lines drawn and turn A 
and C so that their vertical sides will be together. Place 
B over A and C so that B will be upside down. 

Give many exercises of this kind until the work be- 
comes easy. 

CHRISTMAS WORK 

Sofa. 

Draw and cut out an eight-inch square. 

Fold two opposite edges together. Crease. 

Open and fold the same edges to the middle crease. 
Now there will be four 2 x 8-inch rectangles. 

Open and fold the other two edges together, making 
eight 2 X 4-inch rectangles. 

Open and fold the same edges to the middle crease 
and make sixteen 2 x 2-inch squares. 

Cut off one row of squares, leaving a 6 x 8-inch oblong. 

Make two cuts, each two inches long, two inches from 
the long edge on opposite sides of the oblong. 

Lap the corner squares over the detached squares and 
paste. 



122 THE SECOND SCHOOL YEAR 

It will make a box four inches long, two inches wide. 

Use the 2 x 8-inch strip as a back for the sofa. 
Christmas card. 

From a piece of drawing-paper cut two 3 x 5-inch rec- 
tangles. Ornament the edges with either scallops or a 
pretty border of water colors. Fasten the two papers to- 
gether with a ribbon. Decorate the outside with a Ma- 
donna picture or some attractive design. On the sec- 
ond page have a Christmas verse. Some beautiful cards 
have been worked out in this way by the children. 

Outline of Number Lessons for December 

I The numbers 17 and 18. 

II Quick work. 

III Combinations and separations. 

IV Science problems. 

V Area — triangles. 

VI Christmas gift. 

VII Christmas card. 

VIII Sled. 

LANGUAGE 

Oral language in this month will consist of the dis- 
cussion of subjects studied, as: — The use of the sheep 
to man ; the use oi the seal to the Eskimo ; why the Es- 
kimo would rather have a fish-hook than much money. 
Any phase of the work that the children have had expe- 
rience in may profitably be taken up in oral work. Insist 
on clearness in expression, and accuracy in articulation. 

Encourage little discussions on such subjects as : — 
Who has the better chance for food, the Indian or the 



DECEMBER— ARTS 123 

Eskimo? Which animal is the more useful, the sheep or 
the seal? In each case the child must state clearly the 
reasons for his opinion. 

There will be written work with each lesson, but aside 
from this, after the lesson unit has been taught, some time 
will be given for reflection on the work. This is neces- 
sary after the presentation has been made, that the points 
may be welded together and that they may find a place in 
the experience of the child. This does not mean a mere 
reviewing of the work gone over, in every case ; it is 
often a comparison of the new points with old experience. 

On this month's work the child might write on : — 

1 The Use of the Sheep to Man. 

2 The Story of an Old Shepherd. 

3 How the Lamb Helps the Boy. 

4 Where I Should like to Spend Christmas. 

For reading-matter the language work will be printed 
and the pupils will read their own stories. These stories 
will be read also in the script, the children exchanging work 
and each child reading the story of another. For sight 
reading, write the sentence of a selection on slips of paper 
to be passed to the class, and have -them read in order. 
Children must not be asked to read aloud until they know 
the words and understand the thought. Good expression 
is often given if the pupils close their books and tell what 
they have read. 

THE ARTS 

Writing 
Continue the work of former months. Write words 
and sentences in connection with other work. Have a 



124 THE SECOND SCHOOL YEAR 

writing-lesson daily in which more perfect form in the 
letters is the aim. Give frequent tests on the board of 
the important words in the nature and literature work. 
Never lose an occasion to teach spelling in this way. In- 
sist on the best the child can do, and always observe and 
praise honest effort. 

Drawing 

1 Shepherd scene. 

2 The journey of Mary and Joseph. 

3 The donkey. 

4 The inn, the stable. 

5 The camels. 

6 The wise men. 

7 The wings of the bird. 

8 The fins of the fish. 

9 The legs of the bird. Cat. 

Painting 

1 December landscape. 

2 The sky and the clouds. 

3 Trees and everything typical of the month. 

4 Christmas tree. 

5 Winter color of buds. 

Modeling 

1 The journey of A^Tary and Joseph in sand. 

2 Form of animals studied. 

3 Modeling of surface forms ; cubes. 

4 Vase. 

Making 
1 Paper-mat weaving. 



DECEMBER— ARTS 125 

2 Fold paper mats into baskets and add a handle. 

3 Christmas cards. 

Music 

There is no better way to impress the children with the 
love and beauty of the Christmastide than by having them 
sing appropriate songs. Teach them beautiful Christmas 
carols and tell them some of the pretty stories about chil- 
dren in other parts of the world who also sing these car- 
ols. Make them feel that they themselves are a part of 
the great chorus of Christian children of many lands who 
at this season are joyfully singing because Christ was 
born. 
Songs 

1 Merry, Merry Christmas Bells. 

2 Shine Out, O Blessed Star. 

3 Carol Children. 

4 The First Christmas. 

5 While Shepherds Watched Their Flocks by Night. 

6 The Lord Is My Shepherd. 

7 Hark, 'Tis the Shepherd's Voice I Hear. 

8 Jolly Old St. Nicholas. 
Q A Flock of Sheep. 

10 Fve Eight White Sheep. 

11 The Weaver's Song. 

Pictures 

1 Sistine Madonna. 

2 The Adoration of the Shepherds. 

3 The Good Shepherd. 

4 The Shepherd and the Sheep. 







NATURE STUDY 

We have now not only a new day, a new week, a new 
month, but much more — a new year. When we met to- 
gether before we wrote December 19 — ; now we write 
January 19 — ■. Let the pupils recall many things that 
have happened in the past year, and tell of the many joys 
they hope to have in the coming year. Talk of how they 
have grown. Ask if they have grown taller and stronger, 
wiser and better, in the year that has passed. 

Now talk about the children of 19 — . January and 
February are dressed in white ; March in brown ; April 
and May in light green ; June, July, and August in darker 
green ; September in yellow ; October in red ; November 
in brown, and December in white. 

The sunshine chart will be examined and a clear pic- 
ture of each month recalled. Thus the changing seasons 



JANUARY— NATURE STUDY 127 

will march before the eyes of the children in actual pro- 
cession. The series of landscape pictures also will be 
examined, making clearer the color aspect of the months. 
The temperature chart will show the gradual decrease of 
heat from September till January. 

Talk to the children of the good things they had for 
Christmas dinner, and of the foods eaten every day. 
Lead them to see that food is necessary to life. 
Foods. 

There are three things essential to life — air, water, and 
food. The last named is of very much more importance 
than it is generally thought to be. 

Webster says : "Food is anything- that supports and 
nourishes life." 

The kingdom of nature is divided into organic and 
inorganic bodies. Organic bodies have life and inor- 
ganic bodies are without life. Organic bodies include 
plants and animals and inorganic bodies include earths, 
metals, and minerals. Organic and inorganic bodies are 
continually wasting away. Only organic bodies can re- 
pair their own waste, so it is with organic bodies that we 
have to do in considering food. 

Foods are either nitrogenous or non-nitrogenous ; they 
are either tissue-builders or heat-producers. 

Tissue-builders are milk, eggs, cheese, wheat, meat. 

Heat-producers are sugar and starch, fats and oils. 

In order to keep the body in good condition a com- 
bination of the two is necessary, with a supply of water 
to dissolve them. 

The nutritive value of food depends to a very large 
extent upon the cooking of it. Cooking changes the food 



128 THE SECOND SCHOOL YEAR 

SO that the digestive juices can act upon it. Cooking im- 
proves the flavor of food. It also kills the disease germs, 
parasites, and other dangerous organisms. 

SUGGESTIVE OUTLINE 

I List of foods eaten every day : Bread, butter, meat, 

potato, milk, eggs. 

II Sources of foods. 

1 Animal: Meat, milk, eggs. Cow: Beef. 

Sheep: Mutton. Calf: Veal. Pig: Pork. 
Deer : Venison. Fish, poultry, game. 

2 Plants : Fruit, vegetables, and nuts. 

3 Minerals : Salt, lime, water. 

III Starchy foods. Test with diluted iodine. 

1 Starch in plants. Potato, corn, wheat, rice, 

etc. Starch and sugar. 

2 Effect of cooking upon starchy foods. Boil- 

ing potatoes or rice. 

3 The digestion of starchy foods. 

4 Value of starch for heat. 

5 Necessity of masticating starchy foods. 

IV Uses of food. 

1 To nourish body. 

2 To furnish heat. 

3 To repair waste. 

4 To furnish energy, force, and motion. 

5 In the young to induce growth. 

V Most nourishing foods and drinks : Milk, vegeta- 

bles, eggs, cocoa, bread, butter, fruit. 
A^I Hurtful foods and drinks: Unripe fruit or vegeta- 
bles. Strong tea or coffee. 



JANUARY-NATURE STUDY 129 

VII Comparison of summer and winter diet. Recall 

food of the Eskimo. 

VIII Cooking. How and why it improves food. 

IX The well-set table. 

X The grocery store. 

1 Transportation of foods needed: Wagon 

roads leading into California, Pa. Make a 
map of the town, showing these roads. 
Things brought in over these roads — butter, 
corn, potatoes, milk. 

2 Railroads : Where they lead. What they 

bring. Trace some food from its home to 
the store. 

3 The boats : Where they come from. Foods 

they carry. 

4 Ships. 

a Pictures and descriptions of ships. 

b Foreign Commerce simply told. 

c Trace some foreign food to grocery — ■ 
cocoa, tea. 

d Dangers of the sea: Rocks, storms, ice- 
bergs. Lighthouses, foghorns, buoys. 
The Chicken. 

SUGGESTIVE OUTLINE 

I Size, length, height, weight. 

II Covering: Feathers (stiff and soft). 

1 Parts. 

a Shaft : The middle part. 
h Web : The soft part on each side. 
Narrow on one side, wide on other. 



130 THE SECOND SCHOOL YEAR 

Narrow web of one feather covers wide 
web of other. Can you account for 
this? Barb: Part of web. Notice 
how barbs are fastened together. The 
small teeth in each side of barb fit into 
those of barb next to it. 

2 Use of the feathers. 

a To exclude air, and thus keep body warm. 
b To shed the rain (tail drooping; feathers 

overlapping). 
c To protect the chicks. 
d To aid in flying. 

3 The soft feathers. 

a Arrangement : They point backward 
from the head. 

b Grow one overlapping the other like shin- 
gles on a house. 

c Are not barbed. 

d Use : To keep body warm. 

III The oil sack. 

1 Position: Just above tail. 

2 Use : To oil feathers. Tell how hen gets oil 

in bill, through which she passes each feath- 
er. Pour water on oiled paper. 

IV Moulting. 

1 Time : Late summer. 

2 Reason : Feathers wear out. A warmer suit 

needed for winter. 

V The wings. 

1 Use : For flying to and from roost, from low 
to higher branches. 



JANUARY— Nature study 131 

2 Position in flying. 

3 Beating of wings against air. 

4 Notice wing of dressed chicken — skin, mus- 

cles, bones. 

5 Show with arm position of wing closed and 

spread. 

VI Roosting. 

1 Protection from rats, dogs, skunks, etc. No- 

tice how chickens fly to roost — a short dis- 
tance at a time. 

2 Position of toes : Three front ones curved 

around roost in front ; back toes reaching 
around from behind. 

3 Position of body: Sitting. 

4 Eyes : Closed. 

VII Food. 

1 Bugs, worms, vegetables, seeds, corn, wheat. 

Importance of good, clean, wholesome food 
for chickens. Importance of chickens hav- 
ing large range where they can get good sup- 
ply of insects and worms, and seeds and 
grains going to waste. 

2 Bran, meat meal, wheat screenings and oats 

bring good returns in eggs. 

VIII The bill. 

1 Hard and strong, suited for getting certain 

foods. 

2 Sharp-pointed, to break up hard food. 

3 Curved. Good shape for picking up food. 

Notice position of thumb and first finger in 
picking up a pin. 



132 THE SECOND SCHOOL YEAR 

4 Sharp-edged, to cut off leaves, grass and vege- 
tables. 

IX The feet — scratching. How they serve the hen in 

getting food for herself and chicks. 

X The eyes — position. Help in food-getting. 

XI The crop. See corn, grass, and other food chicken 

has eaten. Soaked here, becomes soft, and then 
passes on to chicken's stomach. 

XII The gizzard: The chicken's stomach. 

1 Outside coat thick and tough. 

2 Inside coat thin, tough, and elastic. 

3 Notice ground food and some pebbles. Tell 

how food gets into gizzard and is tossed 
back and forth with stones until it becomes 
very fine. 

XIII Ears. Position, size, protection, use. 

XIV Use of chicken. 

1 To lay eggs, to hatch chicks. 

2 As food. 

XV Care of chickens. 

1 The chicken house. 

2 The nests. 

3 Brooding season. Time required. 

4 Care of chicks. 

5 How to have hens lay in winter. 

COVERINGS OF ANIMALS 

Do animals prepare for this winter weather? 

How do birds prepare? 

Do insects prepare for it ? Which ones lay away food ? 

Which animals prepare for winter? 



JANUARY— NATURE STUDY 133 

Speak of the animals that change color in the winter — 
the rabbit, the ermine. 

Speak of the animals that store food for the winter — 
the beaver, the squirrel. 

Speak of the animals that sleep during the winter — the 
prairie dog, the young beaver, the frog, the snake, the 
clam, the snail, the turtle. 

Tell of the animals that have coverings to protect them 
from harm — the turtle, the snail. 

Tell of the animals that have coverings to protect them 
from the cold. The bird has feathers ; the cow, the dog, 
the horse, the rabbit, have hair; the sheep has wool; the 
beaver and the seal have fur. 

The Squirrel. 

SUGGESTIVE OUTLINE 

I Home of the squirrel : Warm, cold, temperate re- 

gions. 

II Varieties: Gray, ground (chipmunk), flying. 

III Size. 

IV Eyes: Sense of sight. Ears: Sense of hearing. 

Nose : Sense of smell. Teeth : Gnawing. 

V Body. Shape. 

VI Feet. 

1 Fore paws, four toes, claws. 

2 Hind paws, five toes. 

VII Tail : Long, bushy. 

VIII Covering. 

1 Fur. 

2 Color. 

3 Use of skin and fur. 



134 THE SECOND SCHOOL YEAR 

IX Food. 

1 Nuts, seeds, eggs. 

2 Fruits, birds, grains. 



X 



XI 



XII 



3 


Shoots of trees. 


4 


Manner of eating. 


5 


Storing for winter. 


Movements. 


1 
2 


In running. 
In climbing. 


3 In leaping. 

4 In flying. 
Homes. 


1 


In trees. 


2 
3 


In ground. 

Manner of building and caring for homes, 


The 
1 
2 


young. 
Appearance. 
Care of the young. 




ANIMALS IN WINTER 


Hibernation. 


1 


Reason for it. 


2 
3 


Food supply short. 
No locomotion. 


4 

5 


Extra fat supply. 
Special study of : 
a Turtle. 




b Frog. 
c Snake. 




d Bear. 




e Snail. 



JANUARY— NATURE STUDY 135 

II Change of covering. 

1 Horse: Hair. Use of hair. Changing of 

coat in fall. 

2 Turkey: Feathers. Arrangement. Down. Pro- 

tection from cold. 

3 Beaver or cat: Fur. Use of fur. Protec- 

tion against cold. 

4 Hedgehog : Quills. Use of covering. 

Air. SUGGESTIVE OUTLINE 

I Necessary to man. 

1 Prove by simple experiment. 

2 Other things to which air is necessary: 

Plants, fire (prove by putting candle under 
tight jar). 

II Air all around us. 

1 Prove by a simple experiment. 

2 Greatest height at which children have found 

air. 

3 Distance under ground at which air has been 

found. 

III Eflfect of heat on air. Expansion. Partly fill a 

balloon with air and dip in hot water. 

IV Movements of air. 

1 Hold a paper over the radiator. 

2 Take the temperature of the air close to the 

floor and near the ceiling. 

3 What happens to heated air ? 

4 Hold a candle above and below a window. 

What causes the difference in the direction 
the flame turns? 

5 In how many ways may air be made to move ? 



136 THE SECOND SCHOOL YEAR 

V Should the air in the schoolroom move? 

1 Breathe into lime water. Notice the change 

in the clear water. 

2 Wliat is the condition of a closed room? 

VI How can we keep the air pure? 

VII Amount of air inhaled and exhaled in a single respi- 

ration. Experiment: — Have jar scaled in gills, 
pints, and quarts ; a bent tube, and a bucket of 
water. Invert jar in water and inhale through 
tube. Notice how far water rises in jar at each 
inhalation. When jar is full of water, measure 
in similar way quantity exhaled in one breath. 
Try this : 

1 Sitting. 

2 Standing. 

3 After chest exercises, or gymnastics. 

VIII Wind : Air in motion. Work of the wind. 

1 Turns mills. 

2 Pushes ships. 

3 Carries seeds. 

4 Dries clothes. 

5 Makes snowdrifts. 

REFERENCES 
Squirrels and Other Fw'-B caring Animals. — Burroughs. 
American Natural History. — Hornaday. 
Wild Neighbors. — Ingersoll. 
Animals and Birds. — Uncle Warren. 
Beasts of the Field. — Long. 
Familiar Features of the Roadside. — Mathews. 
Elements of the Theory and Practice of Cookery. — Williams and 

Fisher. 
The Chemistry of Cleaning and Cooking. — Richards and Elliott. 



JANUARY— LITERATURE 137 

Nutrition and Nutritive Value of Food. — Farmers' Bulletin, 

No. 142. 
Domestic Science in Elementary Schools. — Wilson. 
Fowls, Care and Feeding. — Farmers' Bulletin, No. 41. 
Sugar as Food. — Farmers' Bulletin, No. 27. 
Geographical Reader, III. — King. 
Home Geography. — Dodge. 
Home Geography. — Fairbanks. 

LITERATURE 

In the language work there will be found some of the 
stories for the month as they were told or written by the 
pupils. The main points are there given ; and if the com- 
plete story cannot be found, the story-teller can use these 
points and weave in the beauty in word pictures and minor 
points, thus teaching the same truths. 

In telling these stories, the aim is .to leave lasting pic- 
tures and impressions in the child's mind. They must make 
him not say but actually feel that he will be kinder and 
more helpful to those who are not so fortunate as he. 
The story-teller must feel this deeply, and enter into the 
story so fully that every movement of the body makes 
the subject more impressive. 

STORIES 

New Yearns. 

1 Janus. 

2 Kronos. 

3 The Story of the New Year. — Hans Andersen. 

4 The Mail Coach Passengers. — Hans Andersen. 

5 The Little Match Seller. — Hans Andersen. 

6 Our Daily Bvt2id.—Wiltse. 

7 The Story of Willie ^'mk\e.— Wilt se. 



138 THE SECOND SCHOOL YEAR 

Geology. 

1 Stony and Rock}^ — Child's World. 

2 Story of the Amber Beads. — Story Mother Nature 

Told. 

3 The Petrified Fern. 

4 The Young Scientists. — Hegner. 
Food. 

1 The Three Beans. 

2 The Bean, the Straw, and the Coal. — McMurry. 

3 How the squirrel eats his food. 
Air and zviud. 

1 ^neas and the wind. 

2 The Four Winds. — Hans Andersen. 

3 Hermes. 

4 The Wind and the Sun. — Aesop's Fables. 

5 The Shoemaker and the Elves. 

6 Snow White and Rose Red. 

7 Fox and Turtle. — Uncle Remus. 

8 The Enchanted Stag. — Wonder Tales, Hawthorne. 

POEM 

The Frost— Whittier's Child Life. 

HISTORY 

The Cliff Dwellers. 

This people is the earliest example of civilization on 
the American continent and is by far the most highly civ- 
ilized representative of the "Stone Age." The time at 
which the Clifif Dwellers lived has been variously fixed at 
from fifteen hundred to three thousand years ago. The 
ruins of some of their villages have trees growing through 



JANUARY— HISTORY 139 

them which are doubtless hundreds of years old, but how 
many ages elapsed before those trees sprang into life is 
unknown. 

The most perfectly preserved relics of the Cliff Dwell- 
ers are those of the Caiion of the Colorado, where a suc- 
cession of villages remain almost intact, showing very 
clearly their method of building. Here many valuable 
remains have been found, which have thrown great light 
upon the lives of this far-distant race. 

Their building is peculiarly advanced for such primi- 
tive people, balconies, towers, windows, and doors show- 
ing evidence of an architectural instinct far better devel- 
oped than in many subsequent races: Great stone walls, 
in some cases as much as a hundred feet high, formed 
almost unsurmountable barriers against invading foes. 
Everything is indicative of their having been in constant 
danger of some, to us, unknown enemy, as they built no 
stairs, and cut no steps, but simply hollowed out slight 
foot and hand holds, by means of which and with the 
help of ladders they ascended and descended to their 
dwellings. The walls of their houses were strongly built 
of stones, cemented together, and in some cases balconies 
made of logs and covered with bark and adobe projected 
over the cliffs. The living-rooms, which are still to be 
seen, are in most cases circular; they have a low stone 
seat running along the sides, are fitted with hollowed-out 
stone closets, and have fireplaces in the center. Under 
separate ledges of rock are small, unlighted rooms where 
grain was stored. The weaving and pottery of the Cliff 
Dwellers are very interesting, as are their weapons, tools, 
and dress. 



140 THE SECOND SCHOOL YEAR 

OUTLINE 

I Picture the country — cliffs, valleys, plains. 

II Enemies and dangers. 

III Home of the Cliff Dwellers. 

IV Construction of the house. 

1 Material : Stone, logs, adobe. 

2 Labor. 

3 Rooms. 

4 Size. 

5 Characteristics. 

V Occupations: Making of pottery; weaving; agri- 

culture. 

VI Things made : Bone needles, thread of yucca fiber, 

arrows of reed, stone axes, drinking-cups, vases, 
lamps, baskets. 

VII The watch tower : Use ; how^ built. 

Pueblo Indians. 

These Indians live in Arizona and New Mexico. They 
are a step in advance of the Indians of the northern coun- 
try, previously studied. With them the house takes 
the place of the wigwam and the lodge. With them the 
wandering life, the hunting and fishing, are incidental 
rather than habitual, and their village life makes them 
conspicuous. 

The Pueblos are the first genuine builders whom we 
find as we progress to the south. They built a stone 
house in which mortar was necessary. They used bricks, 
but probably did not burn them, although the great heat 
of the sun hardened them sufficiently to render them 
quite durable. Their houses were rectangular in ground- 



JANUARY— HISTORY 141 

plan. Some of them were several stories high, though 
the homes of the poor were but one story in height. All 
of these houses were built close together. Often many 
were built about a hollow square, furnishing accommoda- 
tions for quite a community of people. 

The villages were sometimes situated on the plains, but 
more often they were on a high cliff. This situation was 
selected as a safe resort, being defended by the nature of 
the place. Further to render themselves safe, they built 
the first story of the houses with no opening, so that to 
enter a ladder must be used. The second story of the 
houses was smaller than the first, so that the inmates could 
walk around outside the second story, on the roof of the 
first. Many times the solid rock of the cliff itself served 
as the inner wall of the house, the outer being built of 
loose stones. The foot of the cliff was reached by steps 
dug out of the solid rock. 

The Pueblos found the need of vessels for carrying 
water, etc., so they soon learned the art of making pot- 
tery. The soil above the cliff was cultivated by them. 

OUTLINE 

I The home. Community life 

1 Situation. 

2 Material. 

3 Making of bricks and mortar. 

II Characteristics of the house, 

1 Form of ground plan. 

2 Size. 

3 First story. 

4 The entrance. 

5 Upstairs porch. 



142 THE SECOND SCHOOL YEAR 

III Tools. Material. Use. How made. 

IV Dress. Material. How made. 

V Occupations. 

1 Agriculture. 

2 Weaving cotton ; yucca. 

3 Pottery. 

4 Basket-making. 

VI Food. 

Kind. How obtained ; bow prepared. 

REFERENCES 

History of Civilization. 

Story of the States. 

Harpers, Vol. 93. 

History of United States and Mexico. 

NUMBER 

The numbers for special work will be 19 and 20. The 
combinations must be taught so well that the children 
will know at once the sum of two or more numbers, and 
in the same way the separations should be taught. Frac- 
tions are taught all along with the number under study, 
and are just as easily understood as the addition. The 
quick work will increase in speed and difficulty as the 
year advances, accuracy also being one of the ends to 
be attained. 

Along with the nature work many problems will come 
up. A few are here given which occurred in the com- 
parison of the months as kept on record by the school : — 

1 How many cloudy days were there in December? 

2 How many cloudy days in November ? 



JANUARY— NUMBER 143 

3 How many more cloudy days in each of these 
months than in September? 

4 What was the prevaihng wind in December ? Octo- 
ber ? November? 

5 Which wind if any has not been recorded in Decem- 
ber? 

6 What was the highest thermometer record in De- 
cember? September? 

7 What was the coldest record for September? De- 
cember ? 

8 Which month had the greatest number of dews? 
frosts ? 

SUGGESTIVE PROBLEMS 

On food lessons. 

1 Make a list of the foods eaten in this climate. 

2 In a list of twenty, how many are especially winter 
foods ? 

3 What part of all are winter foods? 

4 What part are included in every meal? 

5 Of the list how many have been found to contain 
starch ? 

6 What part of the list should we find in the far 
North? 

On air lessons. 

1 How many pints of air do you exhale in a minute, 
breathing quietly? 

2 In what length of time will you use a gallon? 

3 How much air can you exhale forcibly ? 

4 Measure a chest nearly empty and again after it is 
fullv inflated. 



144 THE SECOND SCHOOL YEAR 

Area of Triangle. 

As soon as possible have the pupils see a triangle as a 
rectangle, — inches long and — inches wide, without fold- 
ing and actually making the change. Have triangles cut 
from cardboard or drawn, for exercises of this kind. 

On a mounting card draw triangles of different shapes 
and sizes, and number them for convenience 1, 2, 3, etc. 

SUGGESTIVE QUESTIONS 

1 In what rectangle can you see Fig. 1 ? 

2 What is the area of Fig. 1 ? 

3 The area of Fig. 4 is equal to what part of Fig. 7? 

4 What is the sum of the areas of Figs. 1 and 2? 

5 How many two inches are in Fig. 4? 

6 One square inch is equal to what part of the area of 
Fig. 3? 

7 A triangle having a base of six inches and an alti- 
tude of six inches is equal in area to what other triangle 
on the chart? 

Area of Irregular Figure. 

Draw on the board an irregular figure. The problem 
is to find the number of square inches on its surface. 
This may be done by first dividing the figure into a num- 
ber of rectangles of known size and then getting the area 
of each rectangle to find the area of the whole. 

Liquid Measure. 

The measures will be used very frequently in this work. 
By actual measurement the children will discover that it 
takes four gills to fill the pint measure; that to one-half 
pint of milk the dairyman must give two gills. They 



JANUARY— NUMBER 



145 



CRADLE 

For directions for making see page 146. 



will find the cost of a gill of liquid after learning the cost 
of a pint. 

That they may form a better idea of a gill, have many 
bottles of various shapes and sizes, and let the pupils 
choose the vessel they think will hold the gill of water. If 
frequent exercises are given, children will become very 
accurate in estimating the size of a vessel. 



146 THE SECOND SCHOOL YEAR 

Make the class so familiar with the subject that they are 
able to reduce pints to quarts or gallons and gallons to 
quarts and pints. 

The concrete form, which represents the principle, will 
be given first ; then the law which has been illustrated : 
and lastly the practical applications of the law in prob- 
lems, to fix it definitely in mind. 

CRADLE 

Use two squares cut and folded as indicated in the pat- 
tern shown on page 145. Fold and glue to shape and 
stand one on end inside the other one. This makes the 
body of the cradle and the hood. The rockers are made 
by dividing one six-inch square into four smaller ones, 
and on one of these tracing a circle. Fold through the 
middle and cut. Cut away that portion of the rocker that 
touches the floor, in order to have the cradle stand up. 

Outline of Number Lessons for January 

I The numbers 19 and 20. 

II Quick work. 

III Combinations and separations. 

IV Science problems. 

1 Weather record. 

2 Air. 

3 Food. 

V Scale work. 

VI Area. 

1 Triangle. 

2 Irregular figures. 

VII Liquid measure. 



JANUARY— LANGUAGE 147 

LANGUAGE 

The oral language will be continued as in former 
months, the children giving knowledge already acquired 
and telling the stories in the literature work. 

The oral language needs contant work, and another 
device will here be given to help in the use of good Eng- 
lish. The child need not be told that he does not speak 
correctly, for he realizes the difference between his lan- 
guage and the teacher's, and with conscious effort will 
shyly try to imitate her. 

Children learn to speak correctly through hearing, so it 
is necessary to make every lesson a language lesson. This 
may be done by making the pupils themselves critics. This 
must be carefully planned; for unless it is done in the 
right spirit, such criticism instead of bringing forth the 
hoped-for result will lead to strife and bad feeling. The 
plan must be talked over ; and a high standard of justice, 
helpfulness, and sympathy must rule in the room. 

Place as many idioms on the board as there are rows in 
the room, as : — 

1 Are there? 

2 Were you? 

3 He saw. 

4 We were. 

5 She did. 

6 I have not any. 

Each child in the first row will make a sentence, using 
the idiom for his row. So with each of the other rows, 
while the rest of the pupils are critics. The exercise, even 
if kept up only a few minutes each day, will result in 
good oral expression. 



148 THE SECOND SCHOOL YEAR 

The written language will advance as does the oral 
expression. The pupils are talking in long statements, so 
they must write long sentences connected by conjunc- 
tions. By a little talk the teacher can show the pupil that 
he can tell a certain thing by writing many short sentences, 
or he can put two or more of them together by using and, 
but, or. The children will prefer the long sentence. 

Quotation marks will be used as they have been all dur- 
ing this year. ]\Iuch drill is necessary to make the pupils 
sure of the placing of the marks. Lessons will be writ- 
ten by the children and printed as in other months. 

PRINTED LESSONS 

Mineral Foods 

Have you ever thought that we eat mineral food? 
We can not do without salt. 
We must have it, either in food or by itself. 
Animals will travel miles to a place where they can get it. 
Farmers give salt to their horses, cows, and sheep. 
We have salt in oiir bodies, but we are losing some all the 
time. 

The perspiration that leaves our bodies contains salt. 

There is salt in the tears we shed. 

So you see we must eat salt because we lose so much. 

OTHER PRINTED LESSONS 

1 The Food I Like in Winter. 

2 January. 

3 Air. 

4 Pebbles. 

5 Janus. 

6 Kronos. 



JANUARY— ARTS 149 

READING 

1 Printed lessons from nature and literature lessons. 

2 Jack Frost. — Cyr's First Reader. 

3 Snow flake Story. — Bass's Nature Reader. 

4 Winter. — Bass's Nature Reader. 

THE ARTS 

Writing 

Writing upon the blackboard and paper, in connection 
with each of the subjects studied, will be done as in the 
former months. Exercises in movement and form of let- 
ters with pen and ink on unruled paper will be given daily. 

Drawing 

Drawing is really necessary in teaching. A bright pic- 
ture presented at the right time photographs itself indeli- 
bly on the sensitive plate of the mind. Sometimes a story 
is forgotten ; words cannot recall it, but the picture 
sketched brings up the whole story. Teachers must draw 
freely and pupils must be given freedom in drawing from 
nature or from the imagination. 

suggestions 

1 Vegetable and animal foods. 

2 Flame of candle above and below the window. 

3 Apparatus for testing lung capacity. 

4 Other uses of wind — to carry seed, to push ships. 

5 Illustration of the stories. 

Painting 
1 January landscape : Hill, trees, frozen river. 



150 THE SECOND SCHOOL YEAR 

2 The sky and the clouds. 

3 Fruits used as foods. 

4 Some scene illustrating life of Pueblo Indians. 

Making 

1 Miniature Cliff home. 

2 Pottery of Cliff Dwellers. 

3 Weaving of Cliff Dwellers. 

4 The fruits in clay. 

Music 
Theory. 

1 Scale work. 

2 Interval work. 

3 Time. 

4 Chart reading. 

5 Chart singing. 

6 Key of D. 

7 Writing of simple exercises on the board. 

Songs. 

1 The Little New Year. — Walker & Jenks. 

2 The North Wind.— Walker & Jenks. 

3 Chilly Little Chickadees. — Walker & Jenks. 

4 Snow Ball Song. — Eleanor Smith, Part II. 

5 The Wild Wind. — Eleanor Smith, Part II. 

6 Alice's Supper. — Eleanor Smith, Part I. 

7 Tiny Snow Flakes. — Walker & Jenks. 

8 Lightly Falls the Snow. — Walker & Jenks. 

Pictures 
Winter scene. 




NATURE STUDY 
Trees. 

SUGGESTIVE OUTLINE 

I Characteristics and habits of various trees. Observe 

buds. Discuss sap. Appearance of great forests 
now. 

1 Primitive man's home and food. Fuel. Early 

settlers. 

2 Fuel. Tell how and where used to-day. 

3 Shipbuilding. 

II The lumber industry. 

1 Securing timber lands. 

a Examination of trees by a "cruiser." 

b How boundaries of the timber lands are 

determined. 
c The work is started in the summer or au- 
tumn. 



152 THE SECOND SCHOOL YEAR 

2 The camp. 

a Location : Near timber to be worked ; 

near a good road to base of supplies; 

near good water. 
b Shanties: Log, cracks filled with mud 

and moss. Beds : Bunks around room 

in two tiers ; straw ticks and blankets. 

Stove in middle of room. Kitchen 

and dining room; long tables, wooden 

benches. 
c Barns ; horses ; tools ; feed. 
d Blacksmith shop. 

3 Road-building : From timber to river. Roads 

cut and graded carefully to incline to land- 
ing; made good by ice or snow. 

4 The work on the trees. 

a Felling trees. The saw ; how used. The 
axe for trimming off branches. 

b Marking logs : Private mark of firm cut 
into every log. Logs piled near road. 

c Loading on sleds : Large logs first, 
smaller ones on them. Show pictures 
of a load. Tell of strong log-sleds. 
Compare load with that of our large 
coke cars. Tell how load is taken to 
river or lake and left on shore. Speak 
of log trains now used in timber lands. 

d Floating down stream : Stream cleared 
of logs, stumps or sandbars, in late 
fall. In spring, as soon as ice is out 
of stream and water is high, logs are 



FEBRUARY— NATURE STUDY 153 

started. Dangers. Logs must be kept 
moving; jams, how to prevent them. 
How logs are stopped at mill. Rail- 
road fast taking place of river in 
transporting logs from woods to mill. 

5 Mills. Visit one if possible. Work of saws. 

Band saw, circular saw, trimming saw, ma- 
chines for making chair backs and other 
special forms of lumber. 
a Rough lumber. 
h Cooperage. 
c Shingles. 
d Laths. 

e Furniture stock. 
/ Carriage and wagon stock. 

6 Kinds of wood. 

a Hard woods, for strength and beauty. 
h Soft woods, for durability, lightness. 

Strength and ease with which they 

are worked. 

7 Our forests. 

a Canada. 

b Northern and Western States ; Southern 
States. 

c Forests preserve soil in mountains. Con- 
trol water supply. 

8 Planting trees — Arbor Day. 

Get hard and soft woods from the lumber yard, and 
make a chart or collection. 
Question: — Is all wood alike? 



154 THE SECOND SCHOOL YEAR 

SUGGESTIVE OUTLINE 

I Children give experience. 

II Cut wood with the grain; crosswise; note ease in 

cutting. 

III Compare pine and hemlock with the oak. 

IV Polish and oil each specimen. 

V^ Cut specimens in a uniform size and weigh each. 

VI Strength test : Rest each end of the stick on a sup- 

port, and suspend a weight of ten or fifteen 
pounds from the middle. 

VII Which wood will endure most? 

1 Notice pine, poplar, oak exposed to the 

weather. 

2 Weigh the specimens painted and unpainted ; 

soak them thoroughly in water and weigh 
again. 

3 The use of paint to wood. 

VIII Uses of hard wood. 

IX Uses of soft wood. 

X Industrial uses of trees. 

1 Poplar and spruce to make paper. 

2 Oak of Spain to make cork. 

3 Maple trees to make maple sugar. 

It will sometimes seem best to take the complete his- 
tory of a chair or table for industrial study: — 

OUTLINE 

I The tree in the woods — hemlock, oak, walnut. 

II Woodcutter — his home, food, life, work. 

III Wood taken away from the forest. 

IV The sawmill, slabs, boards. 



FEBRUARY— NATURE STUDY 155 



V 


The lumber yard. 


VI 


The chair factory. 




1 Seasoning. 




2 Warping. 




3 Staining. 




4 Polishing. 




5 Carving. 




6 The back, rounds. 



legs, seat. 

Paper. 

Tell of papyrus, and how the Egyptians made writing- 
material from this reed. 

The Chinese made pulp of vegetable fiber. 

The Arabs made paper from cotton fiber. 

Linen was used. 

Paper is now made from the following materials : 
Linen and cotton rags, refuse flax and hemp, jute, straw, 
waste paper, corn fodder, and soft wood. 

PROCESS 

1 Materials are separated (linen, cotton) ; cut into 
small pieces, and sorted as to color. 

2 The rags are put into a dusting machine, where iron 
spikes tear them to bits, and beat out the dirt. 

3 They are boiled in water with lime or some material 
to remove grease or coloring matter. 

4 The breaking machine tears them up still finer, into 
threads, 

5 This substance is now bleached with chloride of 
lime. 

6 It is then put into a beating engine and reduced to 
a fine pulp. 



156 THE SECOND SCHOOL YEAR 

7 Other substances are now added to make it glossy, 
or more solid, or tinted. 

8 The principle of a paper mill is illustrated in the 
manufacture of hand-made paper. 

Ricks describes it thus : — 

"Hand-made paper is made on a very shallow mould. 
This mould has a bottom of wire cloth, supported by 
stout wires beneath, and a movable frame. The work- 
man dips this mould into the milk-and-water-looking pulp 
and takes up sufficient to form a sheet of paper of the 
required thickness. As the mould is lifted from the vat, 
the water drains ofif through the wire cloth and a sheet 
of pulp is left behind. The movable frame, or deckle, is 
now taken off and the sheet of pulp is turned over onto 
a sheet of felt. The pulp adheres to the felt. A number 
of sheets thus made are piled on each other, with pieces 
of felt between each pair. When the pile is complete, the 
whole is subjected to great pressure to remove the water. 
When sufficiently dried the sheets, which resemble blot- 
ting-paper, are removed and dippea into a solution of 
gelatine for the purpose of sizing. They are again 
slightly pressed, and dried slowly on lines or poles. Final- 
ly, to make them glossy, they are passed between hot roll- 
ers of polished steel." 

The children may experiment with the different ma- 
terials, and try to make the pulp and spread it out in thin 
layers. 

A collection of the great varieties of paper will be made, 
from the finest writing-paper to the heavy wrapping- 
paper. 



FEBRUARY-NATURE STUDY ♦ 15? 

SUGGESTIVE OUTLINE 

I River pebbles. 

1 Collect many from creek and river banks. 

2 Surface of pebbles compared with freshly- 

broken stones. 

3 Account for the roundness. Marble-making. 

4 Shape of pebbles. 

5 Color in pebbles. 

6 Test as to hardness. 

7 Trace the course of the pebble from the rock. 

8 Work of water, sand, floods in its formation. 

II Fossils. 

1 Show fossils and have the children find othei 

forms on the rocks. 

2 Distinguish each part of the fossil correspond- 

ing to the growing plant, stem, blade, etc. 

3 Where fossils are found: Coal mine, hillside, 

valley, mountain. 

4 The needs of the growing fern. 

a Water: River, ocean, lake, creek, rain, 

dew, vapor. 
b Heat. 
c Light. 
d Air. 
e Soil: Marsh, prairie, mountain. 

5 What may have been its environment while 

growing? 

6 Account for fossils. Experiment: — Have silt 

in jar of water, into which put leaves, sticks, 
etc., and pour off water. Let dirt dry, turn 
it out of jar and hunt for the leaves. 



158 THE SECOND SCHOOL YEAR 

7 Lead up to the very long time required in cov- 

ering and forming into rock. 

8 Why do the leaves on the campus decay instead 

of forming fossils? 

REFERENCES 

Luiiibo'itig 
Great American Industries^ Products of the 6^(7//.— Rocheleau. 
Home Geography for Primary Grades. — Fairbanks. 
Special Method in Geography.— McMurry. 
Report of the Smithsonian Institution. — Langley. 
Review of Reviews, Jan.-June, 1903. 
Geographical Reader, North America. — Carpenter. 

Paper 
Natural History. — Ricks. 
Commercial Geography. — Adams. 
Commercial Geography. — Macfarland. 
Lectures. — John Stoddard. 

Great American Industries, Manufactures. — Rocheleau, 
Scientific American. 
Report of Secretary of Internal Affairs, i8gy. 

Pebbles 

How to Read Pebbles. — Charles. 
Town Geology. — Kingsley. 
About Pebbles.— A.\v>\\Q-i\s Hyatt. 
Geology. — Shaler. 

LITERATURE AND HISTORY 

In CONNECTION with the study of winter life this story 
of the North will be adapted from Longfellow's "Hia- 
watha" : — 
Shingebis the Diver. 

1 The home of the North Wind. 

2 His work. 



FEBRUARY— LITERATURE AND HISTORY 159 

3 Shingebis visits him. 

4 They wrestle — the result. 

The Laplanders. 

SUGGESTIVE OUTLINE 

I The divisions. 

1 Sea Lapps. 

2 Forest. 

3 Mountain. 

II Appearance of the country (an imaginary journey). 

1 Day and night. 

2 Aurora Borealis. 

3 Vegetation. 

III Animals : Reindeer. 

1 Size. 

2 Horns. 

3 Legs, and feet. 

4 Coverings. 

5 Food. 

6 Compared with Cow. 

7 Uses: When alive, when dead. 

IV Appearance of the people : Color, size, eyes, hair. 

V Dress : Material ; how made. 

VI Homes : How built ; material. 

VII Furniture ; mats ; light and heat. 

VIII Food: How obtained; how prepared. 

IX Weapons and tools: How made; how used. 

X Mode of travel. 

XI Occupations. 

1 Skin : Rugs, slippers. 

2 Horn : Knives, spoons, fancy articles. 



160 THE SECOND SCHOOL YEAR 

3 Sinews : Thread. 

4 Bone: Tools, spinning-wheel. 

Construct a small Lapland house — a mound-shaped hut 
which is made of a framework of timber covered with 
skin and then covered with turf. 

A Fern Leaf 

In a valley, centuries ago, 
Grew a green fern-leaf, pale and slender — 
Veining delicate and fibres tender — 
Waving, when the wind crept down so low ; 
Rushes tall, and moss, and grass grew round it, 
Playful sunbeams darted in and found it. 
Drops of dew stole in by night and crowned it. 
But no foot of man ere trod that way ; 
For earth was young and keeping holiday. 

Monster fishes swam the silent main. 
Stately forests waved their giant branches. 
Mountains hurled their snowy avalanches, 
Mammoth creatures stalked along the plain. 
Nature reveled in grand mysteries ; 
But the little fern was not of these, 
Did not number with the hills and trees ; 
Only grew and waved its sweet, wild way ; 
No one came to note it day by day. 

Earth, one time, put on a frolic mood. 

Heaved the rocks and changed the mighty motion 

Of the deep, strong currents of the ocean ; 

Moved the plain and shook the haughty wood. 

Crushed the little fern in soft moist clay; 

Covered it and hid it safe away; 

Oh, the long, long centuries since that day ! 

Oh, the agony! Oh, life's bitter cost. 

Since that useless little fern was lost! 



FEBRUARY— LITERATURE AND HISTORY 



161 



Useless? Lost? There came a thoughtful man, 
Searching for nature's secrets, far and deep; 
From a fissure in a rocky steep * 

He withdrew a stone o'er which there ran 
Fairy pencilings, a quaint design, 
Veinings, leafage, fibres, clean and fine, 
And there the fern's life lay in every line ! 
So, it may be, some souls are hid away, 
A sweet surprise for heaven's dawning day. 
Washington. 

High ideals of character are held up before the children 
all through the year. It is by knowing and admiring a 
brave character that they themselves become brave ; it 

is through a deep love for 
some hero that the habits of 
kindness, truthfulness, and 
wisdom are imitated. We 
give the work on George 
Washington because of the 
influence of the ideal upon 
the character of the chil- 
dren. Lessons on love of 
country; how the national 
life protects our lives; how 
the loyalty and bravery of 
our forefathers have af- 
fected our times and have 
much to do with the estab- 
lishment of our homes and schools, may all be incidentally 
taught. 




GEORGE WASHINGTON 



OUTLINE 



I Home. 

1 The family. 



162 THE SECOND SCHOOL YEAR 

2 Plantation. Tobacco fields, storehouses. 

3 Mode of travel. 

II Boyhood. 

1 Stories. 

a Planting the seeds. 
b Riding the colt. 
c The hatchet. 
d Playing soldier. 

2 School life. 

a Kindness. 

b Neatness. 

c Obedience. 

d Politeness. 

III Surveyor. 

1 Why work was necessary. 

2 Lord Fairfax. 

3 Work in the woods ; food, dishes, cooking, 

beds, the compass. 

4 Crossing the river on a raft, 

IV Soldier. 

1 Preparation in childhood. 

a Strength. 
b Bravery. 
c Shooting. 
d Walking. 
c Riding. 

2 Trouble between French and Indians. 

3 Trouble between England and the colonies. 

4 The stamps put on papers, etc. 

V Commander. 

1 His undrilled, ununi formed soldiers. 



FEBRUARY— LITERATURE AND HISTORY 163 

2 LaFayette and his soldiers. 

3 The hardships of the winter. 

4 Crossing the Delaware. 

5 Close of the war. 
Yl President. 

1 Wh}^ chosen. 

2 The American flag. 

3 Mt. Vernon. 

STORIES 

1 Paul Revere's Ride. 

Work this out on the sand-table, constructing the 
church, roads, and so forth, to make a clear picture.' 

2 The Honest Woodman. 

3 Little One Eye, Little Two Eyes and Little Three 
Eyes. 

4 Boots and His Brothers. — Dasciif. 

5 The Golden Touch. 

FABLES 

1 The Bundle of Sticks. 

2 The Country Alouse and the Town Mouse. 

3 The Pot of Gold. 

4 The Farmer and His Sons. 

POEMS 

Our Flag. — Nature in J'erse. Love joy. 

Hurrah for the Flag 
There are many flags in many lands. 

There are flags of every hue; 
But there is no flag, however grand, 

Like our own Red, White and Blue. 



164 THE SECOND SCHOOL YEAR 

I know where the prettiest colors are, 
And I'm sure if I only knew, 
How to get them here, I could make a flag 
Of glorious ''Red, White and Blue." 

I would cut a piece from an evening sky, 
Where the stars are shining through, 

And use it just as it was on high 
For my stars and field of Blue. 

Then I'd want a part of a fleecy cloud, 

And some red with a rainbow bright; 
And put them together side by side, 

For my stripes of Red and White. 

— Selected. 
Our Heroes 
Here's a hand to the boy who has courage 

To do what he knows to be right ; 
When he falls in the way of temptation 

He has a hard battle to fight. 
Who strives against self and his comrades 

Will find a most powerful foe ; 
All honor to him if he conquers, 

A cheer for the boy who says "No !" 



— Phcebe Gary 



Valentine Verses 
Here's a little wish so true, 
Which I send, dear friend, to you 
May you, like a sunbeam small. 
Bring delight and joy to all. 

The snow may fall. 
The sun may shine. 
Still I'm your loving valentine. 

If you'll be brave 
And kind and true, 
I'll send a valentine to you. 



FEBRUARY— NUMBER 165 

Kindest, dearest mother mine, 
Here's my heart for a valentine. 

I'll send this with my dearest love 

To you, dear mother mine. 
To tell you that I'll always be 

Your faithful valentine. 

A Token of Love and Esteem. 



NUMBER 

The numbers for special drill this month will be 21 
and 22. 

There will be work In area which will require the use 
of these numbers in addition, subtraction, multiplication, 
division, and partition. There will be some work in 
color, showing the number of square inches in a certain 
rectangle. A triangle will be cut out that will contain 
the same number of square inches; also an irregular fig- 
ure with the same area. The figures may be compared 
as to perimeters. 

Many devices may be used to keep up the interest in 
quick work, as : — Draw a wheel on the board, on each 
spoke and on the hub write a figure ; add or subtract the 
hub number from each of the other numbers. A ladder 
may be well used. A good way to teach fractional parts 
of a number is by the use of a rectangle marked off into 
rows of squares. The rectangle may be divided horizon- 
tally, showing halves, thirds or fourths; and vertically, 
showing other parts. Color certain portions and many 
questions will suggest themselves as : What part is blue ? 
What part of the first row is colored? 



166 THE SECOND SCHOOL YEAR 

NATURE STUDY PROBLEMS 

1 What was the lowest point the thermometer regis- 
tered in January? 

2 What was the highest point registered during the 
month ? 

3 How many degrees difference was there? 

4 On how many of the cold days did it snow? 

5 What was the prevailing wind on the snowy days? 

6 Of twenty-two stones how many did you find to 
contain lime? What part of them had lime? 

7 What part of the collection have been acted upon by 
water ? 

8 How many of them are quartz? 

9 Select from the list the most useful stones; what 
part of the whole did you select ? 

10 How many have a colored streak through them? 

11 Name twenty trees common to this community. 

12 What part of them are useful as lumber? 

13 What parts are useful for building? 

14 Which specimen is the strongest? Test. 

Area. 

SUGGESTIVE PROBLEMS 

Square foot. 

1 Cut out of a large piece of paper a square foot. 
Draw it on the board. 

2 Draw rectang^les on the board and see the rows, 
square feet in eacn row, and the whole area. 

3 Find the areas of given rectangles. 

4 Find the areas of 'given flower beds, etc. Make the 
work practical, and have much actual measurement. 



FEBRUARY— NUMBER 167 

Square yard. 

1 Draw it on the blackboard ; on the floor ; mark it 
out in the yard. 

2 Show one row of two square yards; three square 
yards. 

3 Draw to a scale dictated rectangles. 

4 Draw to a scale the floor of a hall three yards wide, 
seven yards long. 

Make the work practical by estimating and measuring 
in outdoor problems. 

Bulk. 

Children at this age are buying things by the peck and 
bushel, so it is necessary that they now know that four 
pecks make a bushel. The two measures will be in the 
room, that actual work can be done. Teach : 

4 pecks = 1 bushel 1 peck = % bushel. 

2 pecks = Yz bushel. 8 pecks = 2 bushels. 
Give many problems in buying and selling. 

Time. 

Explain and illustrate the Indian ways of telling time 
by the coming and going of the moon, by bundles of 
sticks, and notches on trees. Tell the story of King Al- 
fred's lantern and of the waterclock or clepsydra. 

]\Iake the clepsydra as follows : — Draw a tube to a fine 
point at one end, and put it in an upright standard. Let 
the pointed end come down into a graduated glass jar. 
A free cork is in this glass jar and the water is poured 
into the tube and comes out of the pointed end drop by 
drop. As the water drops into the jar, the cork rises 
from mark to mark, thus measuring time. 



168 THE SECOND SCHOOL YEAR 

The sand-glass or hour-glass is explained. The three- 
minute glass will explain it very well. The children can 
measure by the sand-glass the time required to go home, 
or to do certain work. The clock and work on telling 



i^ 


3 

ik 8. 


^ 


^ 






\\ \. 



4 

BUTTON BOX 
For directions for making see page 169. 



time will follow. This time work will be given many 
times during the year, until all can tell the time and do 
little problems. 



FEBRUARY- NUMBER 169 

SUGGESTIVE PROBLEMS 

1 The journey of the hour hand in one hour. 

2 The journey of the minute hand. 

3 One-half the journey of the minute hand. 

4 The minutes in an hour; in a half-liour. 

5 Place the hands so as to show a certain time. 

6 Move the hands so as to show the time of the open- 
ing of school in the morning. 

7 Many practical problems. 
R The sun dial. 

BUTTON BOX 

(See page 168 for diagram.) 

Use Essex bristol, or wallpaper to match the room, six 
inches square. Draw the diagonal lines. Place a dot on 
each line one inch from the point of intersection. Draw 
lines connecting the dots. The square thus formed makes 
the bottom of the box. To form the sides of the box, 
find the middle of the upper edge; from this point meas- 
ure one and one-half inches to the right and to the left, 
and at each of the points place a dot, marking the dots A 
and B. Draw lines from these dots to the corresponding 
corners of the inner square. Do the same on the other 
three sides. To form the laps, measure on the upper 
edge, three-eighths of an inch from points A and B, and 
from the corresponding corners of the inner square, meas- 
ure three-quarters of an inch on the diagonal lines. Con- 
nect these points with the opposite ones. Make laps on 
the opposite side of the box. Cut off upper corners of 
the laps. Cut and fold to place. 



170 THE SECOND SCHOOL YEAR 

LANGUAGE 

Oral language will be continued along the lines sug- 
gested in the previous months. After a subject has been 
developed, often the best thing to do is to compare the 
material with something similar in the pupils' own expe- 
rience. Often such questions will be given : — 

1 Which do you think the wiser, the Lapps or the 
Indians? 

2 Compare the mode of travel of the two. 

3 What kind of a quarry do you think you would 
rather own? 

4 Which kind of wood is best for furniture? 

5 Which does more for us, wood or stone? 

Many of these questions will elicit very interesting de- 
bates and thus the whole subject will be reviewed in a 
practical way. 

In written expression the pupils are expected to be able 
to write correctly declarative, interrogative, or exclama- 
tory sentences, and to put the correct punctuation mark 
after each. From constant practice they now use the 
quotation marks correctly. They use the possessives of 
many nouns, the form having been taught and nothing 
having been said of the rules. Throughout the year they 
have noticed that often a short form of the word is used, 
after which a period is placed, as in writing the names 
of the months ; for example, Feb. They will not have 
much use for abbreviated forms, however. They will no- 
tice that when many words or statements are connected 
with and, the last and only is needed and that a comma 
is used instead of the word in the other places. 



FEBRUARY- LANGUAGE 171 

PRINTED STORIES 

Wood 

The pine wood is soft. 

The oak wood is hard. 

My desk is made of hard wood. 

My ruler is made of soft wood. 

My little chair is made of oak wood. 

Do you know how it was made? 

This is the way I think it was made. 

An oak tree was cut down in a big forest. 

All the branches were cut off. 

The trunk was hauled to the river by horses. 

It was floated down to the sawmill. 

There it was cut into boards. 

A man took the boards to a lumber yard. 

Then they were taken to the chair factory. 

A man made the seat out of a wide board. 

Another man made the legs. 

Another made the rounds. Do you know how? 

Then a man made the back. 

Another man put it together. 

It was painted and varnished and sent to the furniture store. 

It came from the store to our school, and now I sit in it. 

The Story of Our Flag. 

When our country was fighting to be free, the colonists 
wanted a flag of their very own. 

George Washington and a Mr. Morris were told to have the 
flag made. 

George Washington drew the picture of a flag with stars 
and stripes and took it to Betsy Ross. She made bonnets for the 
Quaker ladies of Philadelphia. 

He told her to make the stripes red and white and the stars 
white on a blue sky. 

He told her to make the stars six-pointed. 

She said, "No, they should be five-pointed." 

The stars in the sky are five-pointed, so she took her scissors 
and folded paper and cut a five-pointed star. 

So in her own little house Betsy Ross cut out and made the 
first flag with the stars and stripes. 



172 THE SECOND SCHOOL YEAR 

The Stars and stripes stand for our beautiful free country. 

Would 3^ou like to know what each color means ? 

The red in the stripes means. Be brave. 

The white in the stripes and stars mean, Be pure. 

The blue in the flag means, Be true. 

Reading 

Testing to Find Lime. — All the Year Round. 

Quartz. — All the Year Round. 

How Sand Became Sandstone. — All the Year Round. 

The Oyster. 

The Little White Fairies. — All the Year Round. 

Longfellow. — Arnold's Reader. 

The Village Blacksmith. — Arnold. 

THE ARTS 

Writing 

1 Writing in connection with each subject. 

2 Daily drills in form and movement of letters. 

3 Writing poetry. 

4 Pen-and-ink exercises. 

Drawing 

1 The grain in woods studied. 

2 Forms of stones and their markings. 

3 The elm tree. 

4 Washington and his colt, Washington as soldier, in 

school, as surveyor, crossing the river on a raft. 

5 Ancient ways of telling time : Dial, clocks, etc. 

6 Reindeer; Lapland scenes. 

Painting 

1 February landscapes; buds; sections of wood. 

2 The flag. 



february— arts 173 

Making 

1 House of the Lapps and their implements. 

2 A sun dial, a water-clock. 

3 Surveyor's chain of red, white, and blue paper. 

4 Paper lanterns to carry in the forest. 

5 Tent in which Washington slept. 

6 Valentines with pretty painted pictures or designs 

and appropriate verses. 

7 The flag. 

]\IODELING 

On the sand-board make the home of Washington. 
Model in clay the forms of stones and pebbles. 

Music 
Theory. 

Continue work as outlined in previous month. 

Songs. 

1 The National Hymn. 

2 We Are Little Soldiers. 

3 We Are Little Soldier Men. 

4 The Sap Has Begun to Flow. 

5 Whose Name Is This We Hold So Dear? 

6 In the Snowing and the Blowing. 



Pictures 



1 Greek statues. 



2 Washington and his horse. 

3 Mt. Vernon. 

4 Longfellow. 




NATURE STUDY 

"Those who are really awake to the sights and sounds 
which the procession of the months offers them, find end- 
less entertainment and instruction. Yet there are great 
multitudes who are present at as many as three score and 
ten performances without ever really looking at the scen- 
ery, or listening to the music or observing the chief 
actors." — O. W. Holmes. 



The Spring reveals herself in secret only, 

Through hidden signs we guess her mystic power. 
The fields are bare, the woodlands wild and lonely, 

But, lo ! beneath the earth she hides the flower. 
The willows quicken at the river's brim, 

The eager alder breaks her tiny buds, 
The upland hills are wrapt in hazes dim, 

And sweet, impulsive life has stirred the woods. 

— Dora Rf.ed Goodale. 



MARCH— NATURE STUDY 175 

This is the month in which to begin anew the study of 
outdoor Hfe. If one closely watches, every bright, sun- 
shiny day will bring some harbinger of spring. 

There will still be many winter days, and but little of 
real spring life will be heroic enough to brave the sharp 
March winds. So it will be possible to study very care- 
fully the changes as they take place in the early spring. 

Spring is the general awakening and the forces are at 
work not only in the plant and insect life but in the pupils 
as well. The whole aim of this season is growth or de- 
velopment — growth of plant life and growth of the pupils 
in body and mind and in good habits. 

The great factors in the change are the sun, which has 
come to make longer visits ; the warm south wind that 
whispers to the buds the beauty of the spring; and the 
gentle rains that remind the roots of their work that the 
sap may flow. The direction and time of the rising and 
setting sun will be observed and compared with Decem- 
ber's observation. 

To keep a systematic record of events as they occur, a 
Natural History calendar is made. The observation is 
thus recorded under these heads: — Observation, Date, 
Place, Observer's Name, Remarks. 

Children will industriously look for the first birds and 
the appearance of the insects. 

SIGNS OF RETURNING SPRING 

1 Days growing longer. See almanac. Notice sun's 

course. 

2 Birds returning: Robin, bluebird. 

3 Ice breaking up in river and creek. Snow melting, 

floods. 



176 THE SECOND SCHOOL YEAR 

4 Flowers up : Crocus, hepatica, anemone. 

5 Sap running. 

6 Grass green. 

7 Animals appearing — frog, insects. 

8 Temperature. 




MAKING CANDLES 

Light. 

The uses of light to man will be the theme of the work. 

SUGGESTIVE OUTLINE 

I Source of light: The sun. Day and night. The 

day and night of the Eskimo. 

II How are your houses lighted? 



MARCH— NATURE STUDY 177 

1 Lamp. 

2 Gas. 

3 Electricity. 

Ill How you could most easily light a house. 

1 Burning stick. 

2 The pine knot used by Indians. 

3 Melted grease. 

4 Eskimo lamp. 

5 Our early lamp : A wick held up by a cork, set 

in a bowl of melted grease. 

6 The tallow candle. ]\Iake candles of sheep's 

tallow and use the molds. 

7 The lamp. Compare with the other lights. 

Experiment: — Place two small pieces of wax 
equi-distant from lamp and candle. 

8 Gas light ; its advantages ; uses. 

9 Electric light. Compare with other lights. 

Solution and Crystallization. 

SUGGESTIONS FOR STUDY 

1 Use salt, alum, sugar, washing-soda. Powder some 
of the substances and dissolve in water until no more will 
dissolve. 

2 Heat solution and add as much more as can be dis- 
solved ; set away to cool. 

3 Suspend a small stone in this solution, and after a 
few hours notice the crystals formed. 

4 Form some crystals by boiling the solution. The 
crystals are not perfect but rather a shapeless mass. 

5 Salt. 

a The salt licks. The salt in some well or spring 



178 THE SECOND SCHOOL YEAR 

that bubbles up through the grass. The water 
evaporates and leaves behind a crust of salt on 
the grass and the stones. 

h Animals seek salt. 

c Salt in the sea water ; how to get it out. 

d Rock salt, salt mines ; how worked. 

e Uses of salt. 
6 Crystals in building-stones. 

a Notice granites. 

b Marble. 

c Sandstone 

Botany. 

Now that the winter has passed, it is well to examine 
the buds of the trees, to find how many have been killed. 
Notice the terminal buds. 
Notice the lateral buds. 
Which kind seem to be best preserved? 

SUGGESTIVE OUTLINE 

I Twigs. 

1 Frozen and live buds. 

2 The rings; growth. 

3 The bark. 

4 The pith. 

5 The buds, lateral and terminal, their covering; 

chances for life. 

6 Measure length of last year's growth of oak 

and willow. Since growth of willow is much 
more than that of oak, why is former not so 
much larger ? Much of the long willow twig 
found to be dead. 



MARCH— NATURE STUDY 179 

II Bark. Compare layers of trunk with layers of twig. 

1 Number of layers. 

2 Color. 

III Wood. Have cross section of branch of each tree 

studied, as oak, willow, maple, etc. 

1 The old wood or heart wood. 

2 The new wood or sap wood. 

3 The pith. 

IV Sap. For sap tap each of trees under study. There 

are very many small passages which permit water 
to pass up from roots to leaves. As water goes to 
leaves it becomes sap. Wood is compact in heart, 
and will not allow sap to go through it. Open- 
ings are in sap wood. 

V Uses of the sap to the tree: To make leaves, flow- 

ers, fruit, bark, wood. 

VI Uses to man : To make sugar and molasses, medi- 

cine. 

Sugar-making. 

Sap was first used by the Indians. 

Sugar is stored in the trunk and branches of the tree 
and is dissolved by the crude sap. When the sap begins 
to circulate in the early spring, the sugar season begins. 

DESCRIPTION OF PROCESS 

1 The tree is tapped — one and a half to two inches 
into the trunk. 

2 A wooden or iron spout is put into the hole made. 

3 A bucket is attached to the spout or set on the 
ground under the spout. 

4 The sap buckets are emptied daily. The sap is col- 



180 THE SECOND SCHOOL YEAR 

lected in a large tub made for the purpose, or a barrel, 
which is fastened on a sled and drawn by a horse or oxen 
to the sugar-house. 

5 The sap is strained, to remove any bark, leaves or 
other substances. 

Old style of sugar-making: Tell how the sap was 
boiled in kettles, over wood fires in the open air ; the syrup 
poured off and strained through a flannel cloth and set 
aside to cool and settle. 

Improved method : Describe the evaporating pans ; 
the brick arch furnace, the rude house over it. 

Describe the making of the sugar from the syrup. 

Speak of the great sugar orchards of Vermont and New 
York. 

Study a sugar-maple tree near the school. It may be 
recognized by the trunk. 

Experiment: — Tap the tree, put in the spout, collect the 
sap, boil it until it thickens. Measure the sap and see 
how much syrup it will make. Then make sugar. 

LITERATURE AND HISTORY 

The aim of this work is to supplement the child's expe- 
rience with racial experience. As the lessons are pre- 
sented, the child meets with new problems, the like of 
which he has not seen, and he is compelled to reconstruct 
his experience. 
The Tree Dwellers— The Age of Fear. 

Although much remains unknown concerning Aryan 
life, its early stages are well marked out in the line of 
progress, through the hunting, fishing, pastoral, and agri- 
cultural stages. The problems that confronted man as he 



MARCH— LITERATURE AND HISTORY 181 

took his first steps ii2 the use of metals and in the estab- 
Hshment of trade are somewhat famiHar. 

One value of this work is that it presents facts that 
come within the child's intellectual grasp. He can do 
many of the things the early Tree Men did. He climbs 
all over the trees and has found places where he can sit 
comfortably, or where the rain cannot fall on him. He 
finds stones that make good weapons or implements. He 
is able to gather grasses or rushes and weave a cradle for 
the baby or make a basket. He can show how a brave 
boy would meet a wild animal. 

The activities, such as dramatics and the making and 
doing the things that the Tree Dwellers made and did, 
make this work well adapted to second-grade children. 
The children will dramatize the stories. They will make 
the weapons and implements. They will weave cradles 
and baskets. In fact, they will live the life of the Tree 
Dweller and help him make his discoveries. 

SUGGESTIONS 

1 The Tree Dwellers' homes. 

2 Their needs. 

3 Food. How procured, prepared, eaten. 

4 Traveling. How, where, for what. 

5 How and why they wove. 

6 How they taught and cared for their children. 

7 Their animals. Kinds. 

8 How and why they learned to make tools. 

9 Fire. Its first use. 

10 How they formed a clan. 

11 Shelter. What led to it. How made. 



182 THE SECOND SCHOOL YEAR 

Katherine Elizabeth Depp's ''The Tree-Dwellers" is a 
most excellent book for this work. It has the main points 
concisely given, also very helpful suggestions to the 
teacher. The constructive work is well carried out. 

Holland. 

One of the striking points in the work on Holland is 
the influence of the physical peculiarities of the country 
on the Dutch. Their genius is in perfect harmony with 
the character of Holland. The traits of patience, firm- 
ness, and calm and constant courage have been developed 
by their struggles with the sea, which are represented by 
the great monuments still necessary to keep this mighty 
monster off their possessions. 

The glorious battles they have fought and the con- 
sciousness that all is the result of their own strength, 
must have infused within them a high sense of dignity, 
and a great spirit of liberty. 

The Dutch have been made an extremely economical 
and practical people by the necessity of constant sacrifices 
in defense of their existence. They are not great along 
many lines, but the tenacity with which they continue a 
line of work until it is accomplished is worthy of imita- 
tion. They are ever advancing, however, by very slow 
degrees, and never lose what they have gained. 

Show how the people have created and then preserved 
their country. 

SUGGESTIVE OUTLINE. 

I Struggle with the ocean. 

1 The sand banks. 

2 The piles made of masses of granite. 



MARCH— LITERATURE AND HISTORY 183 

3 The dykes made of earth, granite, wood. Use 
pictures, drawings and sand-board to ex- 
plain dykes. 

II Struggle with the lakes. 

1 Marshes and lakes surrounded by dykes. 

2 Canals made around the dykes. 

3 Windmills pump water into the canals. 

III Struggle with the rivers, which overflowed the land. 

1 Some were channeled. 

2 Some were turned from their course. 

IV Struggle with the soil. 

1 Sand and peat. 

2 Earth was brought from the continent. 

3 Clay was used to make the ground fertile. 

V The windmills. 

1 How made, of what material. 

2 Uses. Pump water, break stone, pulverize 

tobacco, grind flour, wash rags, crush lime, 
saw wood. 

VI How Holland has made use of the enemy. 

1 As defense in time of war. Tell the story. 

2 Canals serve to irrigate the land. 

3 Canals a means of communication. 

a Cities communicate with the sea. 
b Towns with towns. 
c House with house. 

4 Canals serve as boundary lines, hedge and 

roadway. 

VII Houses. Material ; how made. 

1 Outside appearance; inside. 

2 Furniture. 



184 THE SECOND SCHOOL YEAR 

3 The kitchen. Furnishings. 

4 The parlor. Use ; furnishings. 

VIII Dress. Material, how made ; favorite colors. Shoes. 

Head-dress. 

IX Peculiarities of the Dutch. 

X Occupations. 

1 Agriculture. 

2 Grazing. 

3 Cheese-making. 

4 Commerce. 

5 Fishing. 

STORIES 

1 The Story of Peter at the Dyke. — PJiccbe Gary. 

Shoemaker s Best Selections, No. 5. 

2 Nuremberg Stove. — Louisa De La Rame (Ouida), 

3 The Lilac Buds.— Cat Tails. 

4 Pussy Willov^'s Hood. — Cat Tails. 

5 The Four Winds. — Hans Andersen. 

6 Spring and Her Helpers. — Child's World. 

7 The Meeting of the Winds. — Child's World. 

8 North Wind at V\d.y.— Child's World. 

9 Mother Nature's House-Cleaning. — Wells's King 

Kindness and the Witch. 

10 The Miraculous Pitcher. — Wondertales, Haw- 

thorne. 

11 Little Thumbling. — Perrault. 

12 Why the Sea Is SdM.—Dasent. 

13 Gudbrand on the Hill- Side. — Dasent. 

14 The Cock and Hen That Went to the Dovrefell.— 

Dasent. 



MARCH— LITERATURE AND HISTORY 185 

15 Ulysses and the Bag of Winds. 

16 ^neas and the Winds. 

POEMS 

1 The Cherry Tree. — Bjornson. 

2 DandeHon. 

3 March. — Wordszvorth. 

4 Windy Nights. — Stevenson. 

5 How Queer. — Stevenson. 

6 Waiting to Grow. 

7 Spring Secrets. 

8 The Wind. — Frank Dempster Sherman. 

9 March. — Celia Thaxter. 

10 Wynken, Blynken, and "Ho±— Eugene Field. 

11 The Origin of the ^ohm.— Whittle r. 

12 The Birds Are Coming Home Soon. — Nature in 

Verse. 

13 The Weather-Cock's Complaint. 

14 How the Wind Blows ! 

Pussy Willow 

The wood is brimmed with melting snow, 

The maple sap is running, 
And on the highest elm, a crow 

His coal black wings is sunning. 
A close green bud the Mayflower Hes 

Upon' its mossy pillow; 
And sweet and low, the south wind blows, 
And through the brown fields calling goes, 

"Come, Pussy ! Pussy Willow ! 
Within your close brown wrapper stir ; 
Come out and show your silver fur ; 

Come, Pussy ! Pussy Willow." 



186 THE SECOND SCHOOL YEAR 

Soon red will bud the maple trees, 

The bluebirds will be singing, 
The yellow tassels in the breeze 

Be from the poplars swinging. 
And rosy will the Mayflower be 

Upon its mossy pillow, 
But you must come the first of all, — 
"Come, Pussy !" is the south wind's call. 

"Come, Pussy! Pussy Willow!" 
A fairy gift to children dear, 
The downy firstling of the year. 

"Come, Pussy ! Pussy Willow." 



I The Windmill Song 

I The wind must blow to turn the mill. 

Or else it will stand still, stand still; 
The corn makes meal, the meal makes bread. 
That all the people may be fed. 
The wind must blow to turn the mill 
Or else it will stand still. 
The seed must grow to form the grain. 
And softly fall the gentle rain. 
The sun must shine, the wind must blow ; 
All these must help the grain to grow. 
Oh, yellow grows the waving grain, 
^lid sunshine and mid rain. 

— Kindergarten Chimes. 

REFERENCES 
Light 
Sunshine. — Johnson. 
The Sun. — Young. 

The Story of Electricity. — John Monro. 
American Inventions and Inventors. — Mowry. 

Sugar-Making. 
Chautauquan, Feb., 1904. 
Our Country East. 



MARCH— NUMBER 187 

Great Amercian Industries, 11. — Rocheleau. 
Sugar as Food. — Farmers' Bulletin. 
Geographical Reader, IV. — King. 

Salt 
First Lessons in Minerals. — Richards. 
Practical Garden Book. — Hunn and Bailey. 
Plants and Their Children. 

NUMBER 

Special work on 23 and 24. 

Many problems will come from the nature lessons. 
Measure the twigs and make comparisons. Compare the 
weather record with last month's, and sum up the rainfall, 
dew or frost, wind, etc., of the present month. The new 
work will be : — 

Area of the Parallelogram. 

1 Make a rectangle 2x5 inches. 

2 Place a dot one inch from the right corner, on the 
upper side. 

3 Connect the dot and the lower right corner and cut 
off the triangle thus made. 

4 On the lower line, one inch from the left corner, 
make another dot. 

5 Connect the dot and the upper left corner with a 
line, and cut off the triangle. 

6 This is a parallelogram. 

7 The parallelogram may be changed into a rectangle, 
the base and altitude being the same. 

8 On the lower side, one inch from the right corner, 
place a dot. Draw a line from this dot to the upper right 
corner, connect with a line and cut off. 



188 THE SECOND SCHOOL YEAR 

Place it on the figure, so the ique sides will meet. 
Give much drill in changing the figure to a rectangle. 
Give many problems. 

Area of the Cylinder. 

1 Take a piece of paper eight inches long and six 
inches wide; hold it so as to make a cylinder whose alti- 
tude will be six inches. 

2 What is the circumference of the cylinder? 

3 What is the height or altitude? 

4 Take a fruit can and measure the altitude, and the 
circumference. 

5 Remove the cover from the can and form it into a 
rectangle. 

6 What is the area of the rectangle ? 

7 What is the area of the cylinder? 
Continue the work. 

Map. 

Draw to a scale of one inch to a block a map of the 
town, indicating the school building in its proper position, 
and representing the streets by lines. Each child will 
mark on the plan the location of his own home and trace 
with a red line his route to school. 

The children will be given the three-minute glass to 
carry home. With it they will discover how long it takes 
to walk to their homes. 

Line Work Continued. 

Work in measurements. 
Work on the yard and rod. 



MARCH— NUMBER 189 

CARD CASE 

(See diagram on page 190.) 

Material : Essex bristol. Size : Eleven inches by 
eight inches. Use marble paper. 

Place the long edge in front of you parallel with the 
edge of the desk. 

From the upper right and upper left corners measure 
down one inch, and draw a line. From the ends of this 
line measure down five inches, and draw a line. From 
the ends of this line, measure down one inch, draw a line 
and cut it. 

From the upper and lower left corners, measure to the 
right two inches, and draw a line. Three inches to the 
right of this line draw another line, and three inches from 
this, still another line. Two inches to the right of the 
last line, draw another line, and cut. 

Cut away from both sides the oblongs three inches by 
one inch. This shows four projecting pieces two inches 
long and one inch wjde. Measure in one-half inch on 
each outside corner of all four and draw lines to the other 
corners. Fold and glue to form a card case. 

Outline of Number Lessons for March 

I The numbers 23 and 24. 

II Quick work. 

III Combinations and separations. 

IV Nature problems. 

1 Weather chart. 

2 Sunshine chart. 

3 Growth of twigs. 

V Area of parallelogram. 



8 



// 





.../... 


ii^ 


- /-■- 






1 Ol 








I ^ 






- / - 


; N • 


- 7- ■ 











CARD CASH 
For directions for making- see page 189. 



MARCH— LANGUAGE 191 

VI Area of cylinder. 

VII Scale work: Town. 

VIII Line work: Yard, rod. 

IX Color work of parallelogram. 

X Color work of cylinder. 

XI Card case. 

LANGUAGE 

In preparing a paper on any subject the pupils must 
be required to leave a margin of good size on the left. A 
definite form for the heading of the work will be given, 
that uniformity and neatness may be gained. The sub- 
ject of the paper, the date, the writer's name, and the 
room or grade should all appear in good form at the top 
of the paper. Young children are often very much an- 
noyed when in their writing they come to a long word that 
cannot all be written on the line. Teach them the sylla- 
bles and the use of the hyphen in this case. 

The pupils will find that the camel is a very important 
beast of the desert. Compare it with the reindeer of Lap- 
land. How is each best adapted to its environment ? 

PRINTED LESSONS 

1 The best way to light a house. 

2 The way Lincoln's home was lighted. 

3 The earliest way of lighting houses. 

4 Sugar-making. 

5 Peter at the Dyke. 

6 Holland. 

7 The Desert Child. 

8 The Camel. 

9 Season picture. 



192 THE SECOND SCHOOL YEAR 

The Camel ' 

There are two kinds of camels. 

One has two humps on its back and the other has only one. 

The camel can carry very heavy loads over the desert. 

It is called the "Ship of the Desert." 

The feet of the camel are large and wide. 

There is a cushion on the bottom of each foot. 

These are the best kind of feet for walking on the soft, burn- 
ing sand. 

The camel has heavy eyelashes to protect its eyes from the 
bright sun, and the blowing sand. 

It can protect its nostrils in the same way. 

The camel chews a cud. It has four stomachs. 

One is used to hold water. 

The water is used as it is needed. 

The hump on the camel's back is used to nourish the body 
when the animal can not get food. 

After a long journey the hump is very small. 

The camel kneels when it is loaded, so it must have pads to 
protect its knees. 

People ride camels, and I should like to have a ride, too. 

READING 

Awake. — Animal Life, Bass. 
The Robin's Song. — Animal Life, Bass. 
The Ostrich. — All the Year Round. 
The Robin. — All the Year Round. 

THE ARTS 

Writing 
Language lessons and daily drills. 

Drawing 
- 1 Maple tree; maple twigs and buds. 
2 Sugar buckets ; kettles. 



.AIARCH— ARTS 193 



3 


Illustration of the process of sugar-making. 


4 


Articles of furniture made from maple wood, 


5 


Windmills and Dutch shoes. 


6 


Illustrations for stories. 




Painting 


1 


March landscape, trees. 


2 


Awakening of animal and plant life. 


3 


Peter at the Dyke. 




Modeling 


Holland and its dykes in sand. 




Making 


Tc 


dlow candles and ancient lamps. 




Music 


Theory. 


1 


Interval work. 


2 


Review of Keys D and G. 


3 


Key of F. 


4 


Tone and time. 


5'anY7^. 


1 


Pussy Willow. — Walker and Jenks. 


2 


The Um.— Smith No. i. 


3 


Wind Song. — Smith No. i 


4 


Which Way Does the W^ind Blow ? 


5 


The East Wind. 


6 


The Alder by the River. 


7 


The Sap Has Begun to Flow. 




Pictures 


1 


Birds. 


2 


Holland scenes. 




^, y^^^-<-l^J^-^^/ ' / 



NATURE STUDY 

Waken ! sleeping butterflies, 

Burst your narrow prison. 
Spread your gold wings and rise, 

For the Lord is risen. 

In April nothing deserves our time more than the 
showers. The trees unfold their buds and the green 
leaves peep out. The grass springs up, and the modest 
flowers put forth stems, preparing to bloom. Old Earth is 
active again, and the ground, water, and air, that have so 
lately been cold and desolate, are again teeming with life. 
There is more and more sunshine in a day, as the season 
advances, so the days are longer, brighter, and warmer. 
The rain and the sun have a great helper, the warm winds. 
In the Weather Record it will be observed that the warm 
growing days have had a warm south wind blowing. 
Now that all these warminj and growing agencies are at 
work, the birds, too, come back, for they know that 



APRIL— NATURE STUDY 195 

the bugs and insects have made their appearance, and that 
food is abundant. 

It is indeed wonderful to think that every form of Hfe 
begins again the struggle for existence, each in its own 
peculiar way and sphere. The bird with bill, feet, or 
legs is fitted to secure the home and food necessary to it. 
One bird must peck its food from the trees ; hence a pecu- 
liar bill and feet are required by it. Another gets its food 
from the bottom of a pond, so in feet and bill it must be 
prepared to do so. The earthworm that is content to 
work in the ground is provided with a body adapted to 
its work. 

The adaptation of organs to work is an interesting 
study because of its perfect harmony. 

This is the happy time of the year. The cattle rejoice 
in going to the fields once more. The birds are happy in 
their nest-building. The animals and insects are glad to 
uncurl and come out of their hiding-places. The fish 
leap in the water, no longer icebound. 

This is the season for flowers. They make a great 
change in the appearance of the earth. The bare brown 
hills now yield the most beautiful pink and green flowers, 
the harbingers of the new life. The natural home of 
the flowers should be studied, and why they live in their 
own peculiar places — the woodland or the open field. 
The color of the flowers is a point of much interest to the 
children and it can be shown in no better way than by the 
water-color paint. The kind of soil best suited to each 
flower will be of great interest. Select as many flowers 
as possible for study. The first lessons should be ob- 
servations of the growing plants in their natural home. 



196 THE SECOND SCHOOL YEAR 

The violet, dandelion, trillium, hepatica, spring beauty, 
Jack-in-the-Pulpit, and Dutchman's breeches are some of 
the common ones of this neighborhood. 
Water. 

SUGGESTIVE OUTLINE 

I Uses to man. 

1 For bathing. Beauty and healthfulness of a 

clean body. 

2 For washing clothes, vegetables, etc. ; cleaning 

house. 

3 For cooking. Boiling vegetables and meat. 

Making tea, cofifee. Dissolving salt and 
sugar. Experiment: — Give instance in 
cooking. 

4 For drinking. Quenches thirst ; dissolves 

food ; cleanses body internally. 

5 For sailing boats and ships and carrying heavy 

loads over the water. Pictures and descrip- 
tion of traffic vessels. 

6 For power. Water wheel ; mill wheel. How 

waterfalls have been used as power. 

7 Steam. Experiment: — Put water in a glass 

vessel, over alcohol lamp. Watch for first 
change. Children will soon see "smoke," 
i. e., steam, coming from boiling water. 
Hold a plate or glass over vessel. Notice 
tiny drops of water. Tell how heat breaks 
water up into bubbles and then to water 
dust. Have children watch teakettle lid 
at home or tell how they have seen steam 
lift some lid. 



APRIL— NATURE STUDY 197 

II Use to animals. 

1 For drinking. Tell how animals go miles for 

water and how paths are made by them. 

2 As homes for fish, frog, turtle, clam. 

3 Medicine. Tell how animals seek mineral 

waters as cures. ("Lobo," by Ernest 
Thompson Seton.) 

III Use to plants. 

For drinking. Cleansing. Dissolves soil. 

IV Sources of water. 

1 Ocean. 

2 River. 

3 Spring. 

4 Stream. 

V Forms of water. 

1 Water. 

2 Ice. 

3 Snow. 

4 Vapor. 

VI Impurities of water. Have samples of water from 

many different sources — spring, river, hydrant, 
well, rain-barrel, cistern, swamp, etc. 

1 Notice sediment in bottom of each vessel. 

2 Place a few drops of each on a perfectly clean 

glass. Evaporate by holding over a lamp 
and notice what remains on glass. Water 
evaporates and leaves impurities on glass. 

VII How may the water be purified? 

1 Use filter paper and charcoal. 

2 Distill. Evaporate a few drops of water by 

putting on a perfectly clean glass. Catch 



198 THE SECOND SCHOOL YEAR 

vapor on a cold glass as it escapes and evap- 
orate condensed vapor. Notice markings on 
glasses in each case. 
3 Mix solution of salt and heat it in a test-tube. 
Catch escaping vapor on a cold glass. Taste 
solution ; condensed drops. Try also a 
sugar solution. 
VTII Where does the water get all these impurities? 
Trace course of water from clouds to earth, 
through soil and rocks, and into river or stream. 

IX The still. Fix bent tube in cork that will fit bottle 

in which water is to be heated. At other end of 
tube fix another bottle into which condensed vapor 
is to drop. In this way distilled water may be 
obtained for comparison with other water. 

X Hard and soft water. 

1 Put some gypsum in rainwater. Add soap 

solution to the water. Put soap solution in 
pure rainwater and account for difference. 

2 Test each sample of water with soap solution. 

3 How does water in streams become hard ? 

Flowers. 

Anemone, Hepatica, Spring Beauty. * 

SUGGESTIVE OUTLINE 

I Make a study of the home of the flower. 

1 Moisture. 

2 Soil. 

3 Temperature. 

4 Sunlight. 



APRIL— NATURE STUDY 199 

II Habits of the plant. 

1 Time of blooming. 

2 Habits at night. 

III Color. Why a good color in each case. 

IV Odof. 

1 Seat of the odor. 

2 Use of the odor. 

3 Work of the insects. 

V Why can these plants bloom so early ? 

1 Examine seeds planted in April, and see if 

they will bloom soon. 

2 Examine roots of blooming plant. 

VI Arrangement of leaves. 

VII Arrangement of flowers. 

1 Cluster. 

2 Single. 

VIII Parts of the flower. 

1 Calyx ; sepals. 

2 Corolla ; petals. 

3 Pistil ; ovules. 

4 Stamens ; pollen. 

The flowers will be pressed and mounted. A painting 
and a written lesson of each will be kept. 

Germination. 

SUGGESTIVE OUTLINE 

I Refer to fall work on distribution of seeds. Their 

winter condition. Acorn, dandelion, etc. 

II Conditions for growth. 

1 Plant seeds in boxes of sand in the room. 

2 Plant some in loam. 



200 THE SECOND SCHOOL YEAR 

3 Plant some in clay. 

4 Some in sponges in a glass. 

5 Some out in the ground. 

6 Keep some wet, some dry ; hot and cold ; light 

and dark. 

7 Study the best conditions for growth, 

III The seed. Monocotyledons, bicotyledons. 

1 Shriveled appearance of the dry seed. 

2 Marks or lines. 

3 Color. 

4 Outer parts. 

a Hilum or scar. 
b Seed coats. Two. 
c Micropyle : Opening. 

5 Inner parts. 

a Cotyledons. 

b Plumule : The tiny leaf. 

c Radicle : The tiny root. 

6 The changes as the seed develops. 

a The seed coats. Their use. 
b Cotyledons. Food for plantlet. 
c Radicle: The root. 
d Plumule. The upward growth. 

IV Special work on the plant. In the painting and writ- 

ten work keep a-record of the development of each 
plant studied. 

V Test for energy contained in sprouting seeds : Place 

small number of beans in vessel closed at one end. 
Arrange another vessel with small hole in bottom 
to set down on beans; fill with water. Arrange 
beam on top of inner vessel that will have a weight 



APRIL— NATURE STUDY 201 

on it. Experiment to see heaviest weight a certain 
quantity of beans can Hft. When in nature is seed 
called upon to exercise this wonderful energy of 
which it is capable? 

The Woodpecker. 

SUGGESTIVE OUTLINE 

parts, long bill, 



I 


General appearance. Use of the 




tail, toes. 


II 


Size. Compare with the robin. 


III 


Plumage : Black, white and red, 


IV 


Feet. Toes used for climbing. 


V 


Food. 




1 Grubs, insects, acorns. 




2 Berries, cherries, apples. 




3 Corn, seeds. 


VI 


Manner of procuring food. 


VII 


Nest. 




1 How made. 




2 Material. 




3 Its use. 




4 Number of eggs. 




5 Care of the young. 


VIII 


Flight: Noisy, flickering. 


IX 


Song. 




1 Call : Loud and shrill. 




2 Tapping on the trees. 


X 


Habits. 




1 Carpenter. 




2 Industry. 




3 Wisdom. 



202 THE SECOND SCHOOL YEAR 

Gardening. 

SUGGESTIVE OUTLINE 

I Preparation of the garden (clearing). 

1 Preparation of the soil. 

2 Marking off beds or plots. 

II Planting. Potatoes, beans, peas, corn, nasturtiunis, 

asters, four-o'clocks. 

III Careful cultivation. Weeds and grasses. Watch 

the growth of plants. 

IV Habits and life histories of some of the insects found 

in the garden. 

V Potato. . 

1 Preparation for planting in the garden. 

2 Underground stem and tubes. 

3 The blossom. 

4 The potato bug or beetle. Harm to the plant. 

How to destroy it. 

LITERATURE AND HISTORY 
The Cave Men. 

(Katharine Elizabeth Dopp.) 

SUGGESTIVE OUTLINE 

I The caves. Why these people wished to live in 

them. 

II How fire was used in securing caves. How it kept 

animals away. 

III Weapons. Stone, flint, wood, bone. 

IV Food. How procured, prepared, eaten. 

V Trees. 

1 Birch; baskets. 



APRIL— LITERATURE AND HISTORY 203 

2 Spruce. Splint for weaving. 
V^I The cave. How prepared for w^inter. 

VII Ornaments. How beads were made. How the 

holes were bored. 

VIII Clothing. How skins were prepared and clothes 

made. 

IX Fire. 

1 How made with a strap drill. 

2 How lost. 

3 The flood. 

X Traveling. 

1 Sandals . How made and used. 

2 The skin water bottle. 

XI Articles useful and beautiful. 

1 Baskets. 

2 Mats. 

3 Head ornaments. Designs. 
XIII Burdens. How carried. 

1 On the head. 

2 On the back, or dragging on the ground. 

The Coming of Spring 

The birds are coming home soon ; 

I look for them every day ; 
I listen to eatch the first wild strain, 

For they must be singing by May. 

The bluebird, he'll come first, you know. 

Like a violet that has taken wings ; 
And the redbreast trills while his nest he builds, — 

I can hum the song that he sings. 



204 THE SECOND SCHOOL YEAR 

And the crocus and wind-flower are coming, too. 

They're already upon the way ; 
When the sun warms the brown earth through and through, 

I shall look for them any day. 

Then be patient, and wait a little, my dear ; 

"They're coming," the winds repeat ; 
"We're coming! we're coming!" I'm sure I hear 

From the grass blades that grow at my feet. 

Hide-and-Seek 

Now hid'e the flowers beneath the snow, 

And Winter shall not find them ; 
Their safety nooks he cannot know ; 

They left no tracks behind them. 

The little brooks keep very still, 

Safe in their ice-homes lying; 
Let Winter seek them where he will, 

There's no chance for his spying. 

Gone are the birds ; thy're hiding where 

The Winter never searches ; 
Safe in the balmy southern air, 

They sing on sunlit perches. 

But comes the Spring at least to look 

For all her pla3-mates hidden, 
And one by one — flower, bird, and brook — 

Shall from its place be bidden. 

Then shall the world be glad and gay, • 

The birds begin their chorus. 
The brooks sing, too, along their way, 

And flowers spring up before us ! 

"The Birds of Killingworth" (Longfellow) will be told 
in story form, that the uses of birds may be better recog- 



APRIL— LITERATURE AND HISTORY 205 

nized and a kinder feeling created for them. A few of 
the best Hnes will be committed to memory. 

OTHER STORIES 

1 An Indian Story of the Robin. — Cooke. 

2 How the Robin's Breast Became Red. — Cooke. 

3 The Red-Headed Woodpecker. — Cooke. 

4 Mr. and Mrs. Rohm.— Cat-Tails. 

5 A Queer Place for a Bird's Home. — Wiltse. 

6 Mondamin. — Longfellow. 

7 The Oak Tree. 

8 Jack and the Beanstalk. 

9 How Quercus Alba Went to Explore the Under- 

world. — Jane Andrezvs. 

10 The Drop of Water. — Andersen. 

11 Aqua or the Water Baby. — Story Hour. 

12 A Legend of the Cowslip. — Wiltse. 

13 The Seven Foals. — Dasent. 

14 Well Done and 111 Y'di'id.— Dasent. 

15 The Lark and Her Young Ones. — Msop. 

16 The Wind and the Sun. — JBsop. 

\7 The Wolf and the Goat. — Fables and Folklore, 
Scudder. 

18 Little White Cloud.— CooAr. 

19 The Lone Lightning. — Indian Myths. Emerson. 

20 The Pot of Gold. 

21 Jack and the Beanstalk. 

REFERENCES 

Water 
Elementary Physical Geography. — Tarr. 
Primary Education, Jan., 1899. 



206 THE SECOND SCHOOL YEAR 

Elements of the Theory and Practice of Cookery. — Williams and 

Fisher. 
Food and Dietetics. — Hutchinson. 
On Forms of Water. — Tyndall. 
Story of Germ Life. — Conn. 

Popular Readings in Science. — Gall and Robertson. 
Earth as Modified by Human Action. — Marsh. 
Drinking Water and Ice Supplies, and Their Relation to Health 

and Disease. — Prudden. 
In Birdland. — Leander Keyser. 
Woodpecker. — Eckstrom. 

Birds and Their Relation to Man. — Weed and Dearborn. 
Frail Children of the Air. — Scudder. 
Practical Garden Book. — Bailey. 
Amateur Garden Book. — Hunn and Bailey. 
Potato Diseases and Their Treatment. — Farmers' Bulletin No. 91, 

Flowers 
The Friendship of Nature. — M. O. Wright. 
How to Knoiv the Wild Flozvers. — Dana. 
Field Book of American Wild Flowers. — Mathews. 

NUMBER 

The number for special work this month is 25. Daily- 
drills in abstract numbers below 25 will be given. The 
addition of numbers in columns will be followed from 
the preceding months w^ith added speed and difficulty, and 
the work in subtraction also will be continued. Daily 
drills in the fractional parts of numbers should be given 
until the parts are known instantly. 

NATURE STUDY PROBLEMS 

Evaporation. 

Evaporation of water has many interesting problems 
connected with it. Have two vessels each of the same 



APRIL-NUMBER 207 

size in which the same amount of water is placed. Weigh 
the vessels. Cover one with a tight lid and allow the 
other one to stand open. Set them side by side in a bright, 
sunny place. After a few hours weigh again and com- 
pare. Try placing the two vessels near the ceiling or out 
on the ground for the same length of time. 

1 How much was lost in the evaporation when the 
pans were on the window ? 

2 How much when the pans were on the ground? 

3 What is the difiference between the experiment in 
the bright sun and the one in the yard? 

4 In which of the experiments was there the greatest 
loss of water? 

Try the same experiments by having each of the vessels 
contain twenty-four cubic inches. 

5 How many cubic inches were lost in the experi- 
ment ? 

Birds. 

1 In a collection of twenty-five birds common to this 
neighborhood, how many are singers? 

2 What part of them are helpful to man? 

3 What part are migratory ? 

4 How many of the birds are swimmers? 
Animals and plants. 

Measure off a given space of ground in which very 
carefully observe the animal and plant life. 

1 How many different kinds of animals do you find? 

2 At the same rate how many animals could inhabit 
the garden? 

3 How many different kinds of plant life do you find? 

4 How does the strength of the weeds and that of the 



208 THE SECOND SCHOOL YEAR 

other plants compare? How many weeds are crowding 
out other plants? 
Lines — Time. 

Draw the picture of this town to the scale of one- fourth 
inch to a square. Mark off the streets and with a dot 
mark the school, the main buildings, and each child his 
own home. 

Simple instruction in direction will be given, in which 
each child will describe his course from home to school. 
In turn each child will take the three-minute glass and 
discover how long it takes him to go from school to his 
home. 

SUGGESTIVE QUESTIONS 

1 Who lives farthest away from school? 

2 Who lives nearest ? 

3 How many blocks are between John's home and 
Mary's ? 

4 Suppose it takes two minutes to walk a square, how 
long will it take each child to walk home ? 

5 How much time is spent each day on the way to and 
from school? 

6 How much time is spent in two days? 

7 How much time is spent in a week? 

8 How long will it take to walk from the station to 
the bank? 

Problems using the mile as a unit may be given. The 
mile marks are familiar to the children. 

Area — Trapezoid. 

Cut out a paper four inches square. On the upper line, 



APRIL— NUMBER 209 

two inches from the left corner, make a dot. Draw a 
Hne from this point to the lower right corner. 

Cut on the line and put the triangle away. Observe the 
figure remaining — a trapezoid. 

Fold the parallel sides together. Make the upper part 
A and the lower B 

Tear off A and place it beside B, the oblique sides to- 
gether. 

Compare the two figures. The length of the rectangle 
is the sum of the parallel sides of the trapezoid. The alti- 
tude of the rectangle is half the altitude of the trapezoid. 

Find the area of the trapezoid. 

Draw and cut many trapezoids in which the area is to 
be found. 

Mark off trapezoids on the ground and find the number 
of square feet in them. 

TENT 

Material : Heavy cardboard or oak tag. Size, twelve 
inches by twelve inches. 

Measure along the upper edge of the paper, beginning 
at the left, one and one-quarter inches; make a dot and 
mark it A. Repeat this at the lower edge. Connect the 
two dots. From each of these dots measure to the right 
four inches, and connect dots ; mark B. From the ends 
of this line, measure two and one-half inches to the right, 
draw connecting lines, and cut on this line. The piece 
cut away forms the floor. 

Hold the original drawing in the same position, and 
from the upper left corner measure down three-fourths of 
an inch ; draw a line to A. From the lower left corner do 
the same. From the upper right corner measure down 




h 


'\ 






'4 



DIAGRAM OF TENT 



APRIL— LANGUAGE 211 

one and one- fourth inches ; same at lower right corner. 
Mark C, D, E, F. 

From points A and B measure down five and three- 
fourths inches and draw a Hne across. Draw Hues from 
the ends of this Hne to points C, D, E, and F. 

Cut and fold the body of the tent. Then fold the floor. 

Outline of Number Lessons for April 

I The number 25. 

II Quick work. 

III Drill in abstract work. 

IV Science problems. 

1 Water. 

2 Weather chart. 

3 Birds. 



V 


Lines. 




VI 


Time. 




VII 
VIII 


Area- 
Tent. 


-trapezoid. 

LANGUAGE 



The children will feel like telling- about their work to 
friends who are not here. They have been expressing 
themsleves in simple statements, often telling a little story 
or explaining an experiment. Now they must have a new 
way of expressing themselves in order to communicate 
with friends far away. The regular letter will now be 
given them, with heading, place and date, the margin, and 
a little about paragraphing. They will be told that when 
a new subject is taken up in the letter, a new paragraph 
must be made and a wider margin left on that line. They 



212 THE SECOND SCHOOL YEAR 

must be made to feel that they are to tell what they have 
to say in the most interesting way and bring just as much 
originality into the work as possible. 

A very interesting communication may be carried on by 
the children if each represents a child in one of the coun- 
tries studied through the year. A Dutch girl may write 
to the American children, telling about the dress, the 
houses, etc., of the people of Holland. The Laplander 
may write a letter telling of the homes of the Lapps, their 
food and sports and the reindeer. The desert child will 
tell of the desert, its peculiar houses and furniture, and 
the camel. So with the Indians, Eskimos, Cliff Dwellers. 

PRINTED LESSONS 
The Birds of Killingworth 

1 It was in the spring of the year and the farmers were 
sowing their corn. 

2 The birds were all singing in the fields. 

3 The farmers feared that the birds would eat their crops. 

4 The people held a town meeting. 

5 They said they would kill the birds. 

6 The preceptor tried to keep them from killing the birds. 

7 He told the farmers that the insects would eat their crops. 

8 The wicked farmers killed the birds. 

9 The worms ate the corn and leaves and the farmers were 
sorry that they had killed the birds. 

10 The next spring they bought birds and set them free in 
Killingworth. 

11 Soon the trees were full of beautiful birds. 

12 The corn grew and the farmers were happy. 

WRITTEN LESSONS 

1 How to purify water for drinking. 

2 Effect of hard and soft water on the skin. 



APRIL— ARTS 213 

3 Do seeds have power? 

4 The Chff Dwellers. 

5 Mondamin. 

READING 

1 Printed lessons. 

2 Written lessons. 

3 Cliff Dwellers. — Krackozvitzers First Reader. 

4 Pueblo Indians. — Krackozvitzer's First Reader. 

5 Tack and the Ostrich. — All the Year Round. 

6 Origin of the Woodpecker. — All the Year Round 

7 The Woodpecker. — All the Year Round. 

8 The Bean Plant.— .-^// the Year Ronud. 

9 The Pea Vine.— .4// the Year Round. 

10 Suitable stories from Bass's Nature Reader. 

11 Suitable stories from Arnold's Second Reader. 

THE ARTS 

Writing 

1 Letters. 

2 Language lessons. 

3 Daily drills in letter and word forms. 

Drawing 

1 Seeds and plantlet in germination. 

2 Flowers and their parts. 

3 Apparatus for work on water. 

4 Parts of the woodpecker. Feet, toes, bill 

5 Cliff, and cliff houses. 

6 The town, and figures for number. 

7 Furniture of Pueblos. 

8 Tools and w^eapons. 



214 



THE SECOND SCHOOL YEAR 




POTTERY MADE BY PUPILS 



Painting 
April landscape. 
Flowers. 
Birds. 

Sprouted seeds. 
Trees and buds. 

Modeling 
Cliff and canon. 
Cliff house ; furniture. 
Pueblo house. 
Pottery. 



april— arts 215 

Making 
Apparatus for purifying water. 







Music 






Theory. 








1 


Interval work. 








2 


Scale work. 








3 


Drill for good tone. 






4 


Time. 








5 


Reading of exercises from 


the 


chart. 


6 


Writing of simple 


; exercises 


from dictation, 


7 


Singing of chart 


exercises. 







Songs. 

1 This Is the Way the Rain Comes Down. 

2 The Rain Coach. — Eleanor Smith. 

3 Spring Rain. — Eleanor Smith No. i. 

4 All the Birds Have Come Again. 

5 The Blue Bird. — Walker and Jenks. 

6 The Alder by the River. — Walker and Jenks. 

7 Two Robin Redbreasts. — Walker and Jenks. 

8 The Little Flowers Came Through the Ground. 

9 Dandelion Ladies. 



Pictures 



1 Birds. 

2 Flowers. 

3 Mountains. 

4 Clifif homes. 

5 Pueblo homes. 




NATURE STUDY 

Soil. 

It will be noticed that plants grow better in the garden 
than elsewhere. To answer the question why this is so, 
an examination of the constituents of the soil is necessary. 

SUGGESTIONS 

1 Dry a small amount of the soil and mash the lumps 
up fine. Pick out the small stones and test them^with 
acid to find if they contain lime. 

2 Take about four ounces of the dirt and rub it 
through a wire sieve. 

3 Wash the part that will not pass through the sieve, 
until it is free from the fine dirt. This is the coarse 
gravel. 

4 Again sift the soil, through a finer sieve, wash, and 
coarse sand will be the result. 

5 Take some of the fine material and boil it in a test 



MAY-NATURE STUDY 217 

tube. Pour water over this through a long tube that 
reaches to the bottom of the test tube, and catch the water 
that overflows. When the water runs off clear, pour off 
all the water and dry the substance. Fine sand will be 
the result. 

The soil will be found to contain gravel, loam, clay and 
sand. 

Qnestion: — Which soil is best for seeds? Consider: — 

1 Capacity for each to allow moisture to rise rapidly 
or slowly. 

2 Power of retaining water. 

3 Effect of heat on each. 

Experiment: — Use three glass vessels. Tie loosely a 
thin cloth over the top of each. Put the same amount of 
soil in each vessel — in one clay, in another loam, and in 
the third sand. Pour the same amount of water over 
each, and notice that the sand allows the water to pass 
through and that the loam holds it. 

SUGGESTIVE QUESTIONS 

1 What is the result if the garden is pure loam and 
the season is wet ? Refer to the swamp soil. 

2 What is the result if the soil is pure sand and the 
season is dry? 

3 What is the best soil for a garden? 

4 At what depth do we find sand? 

5 Where do we find pure loam ? 

6 How did our soil become mixed? 

a Plowing. 
h Earthworms. 

7 Effect of heat on soil? 



218 



THE SECOND SCHOOL YEAR 



Experiment: — Fill a large can with finely powdered 
soil and wrap it with many thicknesses of paper. Set it 
in the sunshine. Test the sand and the loam with a ther- 
mometer in the different parts of the can, and notice the 
effect of the heat on each. 

How will this affect the seeds? 




NATURE STUDY 



HOW SOIL IS MADE 

I Breaking or rotting of rock. 

1 Work of frost and water in breaking or crum- 

bling rock. 

2 Roots pushing into cracks help break rocks. 

3 Acid in water helps dissolve rock. Notice crust 

inside teakettle. Experiment: — Get a little 



MAY -NATURE STUDY 219 

muriatic acid and try its effect on stones ; try 
sandstone or granite. 

II Wearing off of pebbles in a running steam. Go to 

creek and study action of water. Tell story, 
''Stony and Rocky" (Child's World). 

III Leaves and vegetables make soil. 

1 Leaves fall in autumn. 

2 Moisture helps them to decay and turn to soil. 
Take a field trip and see if your class can find an ex- 
ample of soil-making. 

Earthworms. 

Mark off a square yard of ground where the worms 
are at work and closely observe them. 

Notice the kind of soil — clay, loam, moist or dry — the 
work of mixing the soil. 

Notice the castings in the morning and in the evening. 

Question: — When do the earthworms do the most 
work ? 

Examples of work done by them : They cover rocks, 
loosen rocks and buildings. 

Put some in a glass jar of damp earth and keep in the 
schoolroom for close observation. 

SUGGESTIVE OUTLINE 

I Their adaptation to underground life. 

1 Spindle-shaped body; no parts sticking out 

from the body. 

2 Pointed head. 

3 No legs. 

4 Slimy covering to keep the soil from sticking 

to the body. 



220 THE SECOND SCHOOL YEAR 

II Coveriiii 



'&• 



1 Very thin and very sensitive skin. 

2 Segments and bristles. The bristles aid in 

crawling. 

III Food. 

1 Vegetable matter ; decayed leaves. 

2 The mouth. 

IV Senses. 

1 They have no eyes, yet are sensitive to light. 

2 They have no nose, yet can distinguish differ- 

ent kinds of food. 

3 They are very sensitive to any motion. 

V Their enemies and means of defense. 

VI The burrow. 

VII Uses. 

1 Enrich the soil. 

2 Mix the soil. 

3 Loosen soil. 

Pond Life 

Not only the air and the soil teem with the new spring 
life, but the water as well is the scene of much activity. 

The temperature of the home of the crayfish will tell 
that all the winter animals are out of their winter hiberna- 
tion stage and have resumed by strength or craft their 
struggle for food and reproduction. 

SUGGESTIONS 

1 Collect a mass of frog's eggs and put them in a jar 
of water to hatch. 

2 Watch carefully the little black speck in the egg. 





*-^ 


^' ''^^ '**-'*^iiS^ 


m^' i 


'' ^ '^BJ^^^^^n-C ■"dBi ..|^ 


Vr ^^^^^^^^^^H[^ 




? 1 








V. ; S 


? 




4^ 


:;;r' , 

1 


1 M 


1 

1 


^^■1 






I 


'« ~%iK.'' ^2 . 


r-w^^m 


1 




r 


— 



222 THE SECOND SCHOOL YEAR 

3 Notice the tadpole, its form, its tail. 

4 Notice the development, the appearance of the legs, 
the disappearance of the tail. 

The Crayfish. 

Collect and keep in a jar for study. 

SUGGESTIVE OUTLINE 

T Their home ; temperature of water ; water clean or 
muddy, still or running. 

II Motion : Forward, backward. 

III Organs of locomotion : Tail, fins, legs, swimmerets. 

IV Parts. 

1 Abdomen. The flexible part. 

2 Body. Its covering. 

3 Legs. Position, use. 

4 Antennae. One large and one small pair. 

5 Eye stalks. Use. 

6 Tail ; fins ; swimmerets ; pincers. 

V Food. 

VI Manner of taking food. 

VII Means of defense. 

1 Pincers. Growth of new pincers. 

2 Color. 

3 Quick motion. 

VIII Growth. Change of skin. 

IX Uses of the appendages. 

1 Swimming. 

2 Walking. 

3 Carrying young. 

4 Fighting. 

5 Taking food. 



MAY— NATURE STUDY 223 

The Snail. 

SUGGESTIVE OUTLINE 

I Home : The shell. 

Show internal structure of an empty shell. 

II Parts. 

1 The foot. The flat under part which helps it 

creep. 

2 The head. Joined to the foot. 

3 Feelers. Two pairs. The larger ones have 

eyes on the ends. Advantage of these eyes. 

III Food : Vegetables. 

IV Means of defense. 

V Hibernation. 
Fish. 

SUGGESTIVE OUTLINE 

I Adaptation of the fish to its environment. 

1 Breathing with gills. 

2 Cold-blooded. The more oxygen breathed the 

warmer blooded; fish breathe but little air, 
so are cold-blooded. 

3 Covering. 

a Scale arrangement. 

h Temperature of the water. 

c Use of the oil. 

4 Shape. 

Suitable for cutting through the water. 
Compare with a skifif. 

5 Parts. 

a Backbone. 

h Fins : Two leg fins ; two arm fins ; tail 
fin. 



224 THE SECOND SCHOOL YEAR 

6 Use of fins. 

a Help in swimming 

b To balance fish. 

€ To guide in the right direction. 

II Food. 

III Weapons and devices. 

1 Swordfish has a sword. 

2 Cuttlefish colors the water. 

3 Shark has sharp teeth. 

4 Whale has strength. 

5 Sucking fish. 

IV Habits of river fish. 

1 Spawn. 

2 Day and night. 

V Uses. 

Food; oil. 

VI Fisheries. 

Boats; nets. 

LITERATURE AND HISTORY 
The Lake Dwellers. 

These people were by instinct and preference led to 
establish themselves in proximity to large bodies of water. 
If the water was fresh they had one great essential to life, 
many conveniences, and a wealth of fish for their food; 
if the water was salt many shellfish were obtainable. 

In many places primitive people sought the lakes for 
their homes, and now many relics are being brought forth 
that tell more and more of their dwellings, tools, food, etc. 

In the various ages and in diflFerent quarters of the 
earth these houses have been constructed on platforms 



MAY— LITERATURE AND HISTORY 225 

out in the lake. A movable bridge connected the house 
with the shore. 

The reason for building the houses thus above the 
water and at a distance from the shore was for defense 
against wild beasts. The first thing to do was to select 
a suitable site on the edge of the water, for it was neces- 
sary that the shore be accessible from the lake. A forest 
must be near by, from which trees might be taken for the 
work of building. With this there was much labor con- 
nected. 

The trees were cut down with stone axes. This was 
so slow that fire also was used. First a ridge was cut in 
the tree, passing entirely around it; then the part cut was 
burned as much as possible, then cut again and burned 
until the tree fell to the ground. 

The branches were all taken off and the log was ready 
to be sharpened at one end. The sharpening also was 
done by axes and fire by turns, until a rude point was 
obtained suitable for driving into the mud. The piles thus 
made were driven into the bottom of the lake, and upon 
them was laid split timber on which the houses of the 
community were built. 

The houses were circular huts made of wood and mud. 
Cracks were filled with small branches of trees and moss 
and plastered on the inside with mud. Through a trap- 
door in the floor all the refuse of the house was thrown 
into the lake. When food was wanted a basket was let 
down through this opening into the water and in a few 
minutes it would be brought up full of fish. 

The small children w^ere often tied with a cord around 
the foot, for fear they might fall into the lake and be 



226 THE SECOND SCHOOL YEAR 

drowned. These people ate the wild animals of the coun- 
try, and used their skins for clothing, and their bones for 
implements. 

The horns of the deer were used for handles for the 
implements. Most of the tools were made of flint, bone, 
and horn. 

There is evidence of the manufacture of pottery from 
the relics found. These people had stone or clay mortars 
or jars in which the grains were crushed for food. 

SUGGESTIVE OUTLINE 



II 



III 



IV 



The 


country: Mountains, valleys. 


plains, rivers, 


lakes. 




Enemies to man : Wild beasts. 




1 


In the mountain. 




2 


On the plain. 




3 


In the valleys. 




4 


In the lakes and rivers. 




Points in favor of this home. 




1 


Safety. 


' 


2 


Food supply. 




3 


Water. 




To build a house. 




1 


Select a good shore, close to a i 


Forest. 


2 


Fell the trees. The stone axe 


; burning. 


3 


Point one end of the log. The stone axe ; fire. 




How could they drive the piles into the lake 




bed? 




4 


The platform on the piles. 




5 


The house. 




Food 


1. How obtained ; how prepared, 





MAY— LITERATURE AND HISTORY 



227 



VI Clothing. Material; how made. 

VII Implements ; tools. Stone mortar ; slingstones ; ham- 

mers ; arrow heads ; wdietstones. 

VIII Occupations: Spinning, weaving, fishing, hunting, 

pottery, agriculture. 

IX Animals : Sheep, goats, horse, ox, reindeer. 



Abraham Lincoln. 



SUGGESTIVE OUTLINE 




ABRAHAM LINXOLN 



I Early home. 

I I Parents and family. 

III Boyhood days. 

1 School life. 

2 School sports. 

IV Youth. Hardships. 
\^ Stories. 

1 Stump speeches 

at school. 

2 Kindness to an- 

imals. 

3 Splitting rails 

for a suit. 

4 Honesty in 

store-keeping. 



VI His education for the law. 

VII Trip to the South. 

VIII The slaves. 

IX Help to the country. 

X As president. 

XI The emancipation proclamation. 

XII Our soldiers. 



228 THE SECOND SCHOOL YEAR 

XIII Close of the war. 

XIV "Sheridan's Ride." 

XV ''Barbara Frietchie." 

STORIES 

1 Diamonds and Toads. 

2 Gertrude's Bird. — Dasent. 

3 The Lad Who Went to the North Wmd.— Dasent. 

4 Little Ida's Flowers. — Andersen. 

5 May Blossom. — Grimm. 

6 Chinese Story of the Narcissus. — Fairyland of 

Floivers. 

7 The Flax Flower. — Andersen. 

8 The Pea Blossom. — Andersen. 

9 Hiawatha's Fishing. 

10 Karl and the Earthworms. — IViJtse. 

11 The Story of Tad and FoWy.— Cat-Tails. 

12 May Thirtieth.— Caf-ro//^. 

13 Hurrah for the Flag. — Cat-Tails. 

14 The Trillium. 

15 Frogs and Toads. 

16 The Turtles. 

17 Sheridan's Ride. 

18 Barbara Frietchie. 

POEMS 

From the "Posy Ring," by Kate Douglas Wiggin. 

Why are bees and butterflies 

Dancing in the sun? 
Violets and buttercups 

Blooming, every one? 



MAY— LITERATURE AND HISTORY 229 

Why does Mr. Bobolink 

Seem so shocking gay? 
Why does — ah ! I'd half forgot ! 

This is really May. 

Why are all the water-bugs, 

Donning roller skates? 
And the solemn ladybiigs 

Dozing on the gates? 

Why do all the meadow brooks 

Try to rim away, 
As though some one were chasing them? 

Bless me ! this is May. 



Please to tell me why the trees 

Have put new bonnets on? 
Please to tell me why the crows 

Their picnics have begun? 

Why does all the whole big world 

Smell like a fresh bouquet 
Picked from one of God's flower beds? 

Oh, I know : it's May. 

In May the valley lilies ring 
Their bells chime clear and sweet ; 

They cry, "Come forth, ye flowerets all. 
And dance with twinkling feet." 

The blossoms, gold and blue and white, 

Come quickly, one and all ; 
The speed-well, the forget-me-not, 

The violets hear the call. 



230 THE SECOND SCHOOL YEAR 

REFERENCES 
Soil 
The Soil. — King. 
The Action of Earthworms in. the Formation of Vegetable Mold. 

— Darwin. 
Aspects of the Earth. — Shaler. 
Geology, First Book. — Shaler. 
Our Western Empire. — Brockett. 
Earthworm. 
Animal Kingdom. 
Humboldt Library. 
Primary Education, Vols. 6, 7. 
Life in Ponds and Streams. — Fnrneaux. 
Worms and Crustacea. — Hyatt. 
Up and Domni the Brooks. — Bamford. 
Life in an Aquarium. — Rogers, Cornell University Leaflet, No. 11. 

NUMBER 

In this month the numbers thus far developed will be 
used in all combinations and separations. The addition 
and subtraction as suggested in the previous months will 
be continued, as well as work in multiplication. A num- 
ber, such as 12, 16, or 21 will be given to be multiplied 
by 2, 3, or 4. 

The fractional work must be emphasized, also. An 
excellent device for teaching fractions is to draw circles 
of uniform size. Color one-half of the first circle, one- 
third of the next; the next divide into fourths and color 
each part, etc. A little exercise in this given daily will 
bring good results. 

In this month a general review of all the number work 
should be made, special stress being given to the part 
that each child needs. 



MAY- NUMBER 231 

NATURE STUDY PROBLEMS 

1 How many rainy days had we in April? 

2 What part of the month was wet? 

3 What was the prevailing wind on the rainy days? 

4 What was the prevailing wind for the month ? 

5 How many more dews had we than frosts? 

6 What was the lowest temperature for the month? 

7 What is the difference between the lowest and the 
highest temperature? 

8 How much dift'erence is there between the lowest 
temperature of January and that of April? 

9 At what hour did the sun rise on December 1 ? 
What is the difference in time between that and sunrise 
May 1? 

At the end of each week the pupils will sum up the data 
collected and thus review the week. By this time rather 
definite pictures will be formed of the effect of heat and 
cold upon vegetation and the relation of the wind to 
rain and of rain to vegetation. 

Lines. 

Review inch, foot, yard, and rod. Have work on esti- 
mating many things and verifying by using the ruler. 
Some pretty and instructive color work may be done 
that the children may take home to help keep the facts 
before their minds. 

SUGGESTIONS 

1 A paper cut one inch long. 

2 An inch square, with this story : "The perimeter of 
this square is 4 inches." 

3 Cut out a triangle three inches on a side. 



232 



THE SECOND SCHOOL YEAR 



4 A square two inches on each side : "The perimeter 
of this figure is eight inches." ''There are four right 
angles in this square." 

5 An octagon cut out two iches on each side: "The 
perimeter of this octagon is sixteen inches." "The octa- 
gon has eight obtuse angles." 

6 A pentagon. 

7 A trapezoid. 





~~~~ 








^l^ 




^^--^^^^ 




-w 












"^ 




























i 






ft^ 






N 


lO 


4 




'>^ 




4 


/4 
















\ / 


\ / 




^cJ 


\ / 


=5^ 














CUT 

























/2 

I-ETTER CASE 
Use pretty wallpaper or Essex Bristol board 7x12 inches. 

Scale Work. 

Tell of a large farm to be sold. A man wishes to see 
a plot of the farm, so the pupils are asked to make it on 
paper, using one-half inch to a mile. 

Draw a township or county, using one- fourth inch to a 
mile. Give the boundaries and length of each. On the 
north it is ten miles ; on the south four miles : on the west 



MAY-NUMBER 233 

two miles, and on the east six miles. The paper will be 
marked N., S., E., W., and the drawing done from writ- 
ten directions from the board or on printed slips. 
Area. 

Review the square inch, square foot, square yard, and 
square rod. In the nature work much in area will neces- 
sarily come in to make the work clearer. 

Estimate the area of many figures in the room and out- 
side. In color the area of triangles will be worked out. 

SUGGESTIONS 

1 A right triangle will be cut out and pasted on the 
paper. Below that the triangle cut and formed into a 
rectangle will be pasted. Written statements about this 
will follow. 

2 The same work with the isosceles triangle. 

3 The same with the parallelogram. 

4 Area of irregular figures. 

5 The trapezoid. 

6 The cylinder. 

7 A basket, formed into rectangles. 

Outline of Number Lessons for May 

I Quick work. 

II Practical problems. 

III Abstract work in addition, subtraction, multiplica- 

tion, partition. 

IV Science work: Chart. 

V Lines : Inch, foot, yard, rod. 

VI Area: Triangles, trapezoid, cylinder. 

VII Letter case. 

VIII Scale work. 



234 THE SECOND SCHOOL YEAR 

LANGUAGE 

All the mistakes in oral expression of the year have 
been noted and no time spared in correcting them. As 
the mistakes occur they ma}/ be corrected, for the children 
now understand why the correction is made, and in many 
cases the bad habit in question is one that the pupil 
himself is trying very hard to overcome. The children 
now begin to see how they can express themselves in the 
clearest way and try to tell all stories so that the other 
children will enjoy them. They will be taught to use good 
words and discard the baby idioms. 

The written language for the month will be the telling 
on paper something of the subjects studied. 

The pupils will write letters. 

They will write descriptions of animals. 

They will tell the story a picture suggests. 

They will write papers on "Why I Like Summer," 
"Why Birds and Plants Like Summer," "The Story of 
the Plow." 

The heading of the paper, margin, capitals, punctua- 
tion and quotation marks must all be carefully observed. 

The words are to be taught as they occur in the lessons 
and put in the room dictionary for the use of the children. 

The pupils will have phonic work all during the year, 
which will help them very much in mastering a new word. 

PRINTED LESSONS 
The Plow 
Long ago people wished to loosen the soil to plant corn. 
They did not know how to do it. 

They thought and thought and finally one man had a plan. 
He said, "Let us take a forked stick and stir up the ground." 



MAY - ARTS 235 

They tried it and it was a very good thing. 

Then this man told all his neighbors the good news. 

A few years later, another man thought he needed a better 
instrument. 

So the stick was thrown away for a plow, which was much 
better. 

Now we have plows made of steel. 

In some places people have steam plows. 

Soil 

What is the best soil for a garden? 

We planted some seeds in a sand garden and they germinated 
very fast. I thought surely this was the very best garden. 

One day the garden was not watered and the sand became so 
dry that the plants withered. 

Then I decided loam would be the best soil for a garden. 

But it held so much water that it seemed like a swamp. 

Then I decided to mix the sand and the loam. 

This makes a very good garden. 

READING 

Printed slips. 

Written stories. 

The Duck. — Ail the Year Round. 

A Little Garden. — Bass. 

Which Has the Best Coat ?—Bass. 

A Cuttlefish. — Bass. 

THE ARTS 

Writing 

1 Daily drills in letter forms. 

2 Pen-and-ink exercises. 

3 Letter-writing. 

4 Language work. 



236 THE SECOND SCHOOL YEAR 




ARTICLES MADE BY PUPILS 

Drawing 

1 Illustration of stories. 

2 Fish, crayfish, turtle. 

3 Lincoln's home. 

4 Lake Dweller's home. 



Painting 



1 Landscape of May. 

2 Flowers. 

3 Pond. 



IMAY-ARTS 237 

4 Fish. 

5 Lake Dweller's home. 

IMODELING 

1 Home of the Lake Dwellers. 

2 Their implements. 

3 Fish and animals. 

Making 

1 Lincoln's boat. 

2 The flag. 

3 The Indian's plow. 

Music 
Theory. 

1 Scale work. 

2 Interval work. 

3 Tone. 

4 Time. 

5 Reading exercises. 

6 Singing. 
Songs. 

1 Rain Song. 

2 Pretty Little Violet. 

3 Over the Bare Hills. 

Pictures 

1 Fish and fishing. 

2 Lincoln pictures. 

HELPFUL BOOKS FOR PRIMARY GRADES 

Nature Study 
Nature Study. — Jackman. 
Nature Study and Life.—Uodge. 



233 THE SECOND vSCHOOL YEAR 

Special Method in Elementary Science. — McMurry. 

Nature and the Child. — Scott. 

Garden Making. — Bailey. 

The Life of Animals. — Ingersoll. 

Field Book of American Wild Floivcrs. — Mathews. 

Study of Trees in Winter. — Hutchinson. 

Flozvers and Fruit. — Newell. 

Our Native Trees. — Harriet Keeler. 

Familiar Trees and Their Leaves. — Mathews. 

The Apple. — John Burroughs. 

First Book of Forestry. — Roth. 

Nature's Garden. — Neltje Blanchan. 

A Guide to Wild Flozcers. — Alice Lounsberry. 

Familiar Flowers of Field and Garden. — Mathews. 

According to Seasons. — Frances T. Parsons. 

Little Folks in Feathers and Fur. — Olive Thorne Miller. 

Insect Life. — Comstock. 

Life Histories of American Insects. — Clarence Moores Weed. 

The Butteriiy Book.— Dr. W. J. Holland. 

Everyday Biittoiiies. — Samuel H. Scudder. 

Commercial Geography. — Macfarland. 

Commercial Geography. — Adams. 

Lectures. — John Stoddard. 

Geographical Readers. — King. 

Literature and History 
Indians 
Discovery of America. — John Fiske. 
Lectures. — John Stoddard. 

Footprints of Four Centuries. — Hamilton Mabie. 
Geographical Reader IV. — King. 

History of the People of the United States. — McMaster. 
History of the United States. — Bancroft. 
History of Our Country. — Richardson. 
Hozv New England Was Made. — Humphrey. 
Little Indian Folk. — Deming. 
Log School House. — Butterworth. 



HELPFUL BOOKS FOR PRIMARY GRADES 239 

Massasoit. — Burton. 

On Snow Shoes to Barren Grounds. — Whitney. 
Reports of Smithsonian Institution, 1887 and 1895. 
Story of the Indian. — Grinnell. 

Pilgrims 

Pilgrims. — IMusick. 

American Explorers. — Higginson. 

American History Told by Contemporaries. — Hart. 

The Beginners of a Nation. — Eggleston. 

Betty Alden. — Austin. 

Captains of Industry. — Parton. 

Essentials in American History. — Hart. 

Fast and Thanksgiving Days in Nezu England. — Love. 

History of United States. — Andrews. 

How Nezv England Was Made. — Humphrey. 

Little Pilgrims of Plymouth. — Humphrey, 

Miles Stan dish. — Abbott. 

Old Times in the Colonies. — Coffin. 

Pilgrims and Puritans. — Moore. 

The Puritans in Holland, England and America. 

Lectures. — John Stoddard. 

On Plymouth Rock. 

Cave Dwellers 

Century Magazine, Vol. 48. 

Scientific American, Supplement, i8g2. 

Footprints of Four Centuries. — Mabie. 

History of Civilisation. — Allen. 

In the Land of Cave and Cliff Dwellers. — Schwatka. 

Universal History of the Races of Man. — Ridpath. 

The Story of Primitive Man. — Clodd. 

Cave Hunting. — Boyd. 

Some First Steps in Human Progress. — Starr. 

Tree Dzvellers 
Scribner's Magazine, July-Dec, 1902. 



240 THE SECOND SCHOOL YEAR 

Cliff Dzvcllcrs 
Century Magazine, Vol. 44. 
Harper's Monthly Magazine, Vol. 93. 
In the Land of Cave and Cliff Dw<?//rr^.— Schwatka. 
Our Western Empire. — Brocket!. 
Scientific American, Vol. 60. 
Story of Thirteen Colonies. — Guerber. 

Lake Dzvellers 
Frank Leslie, Vol. 41. 
Suntzerland, Story of the Nations. — Stead. 
The Story of Primitive Man.— Clodd. 
Universal History of Races of Man. — Ridpath. 
The Land of Pluck. 
Holland and Its People. 

Miscellaneous. 

Fairy Tales. — Andersen. 

Fairy Tales. — Grimm. 

Fables. — .^sop. 

The Story Flour.— K^te Douglas Wiggin. 

Cat Tails and Other Tales.— Mary Howliston. 

Nature Myths. — Flora J. Cooke. 

Classic Stories for Little On^.y.— McMurry. 

Robinson Crusoe. — jMcMurry. 

In the Child's World.— Foulsson. 

Tales of the Norse. — Dasent. 

Classic Myths. — Gayley. 

Uncle Remus. — Harris. 

Old Indian Legends. — Zitkala Sa. 

Three Fairy Tales.— Jean Ingelow. 

Favorite Greek Myths. — Hyde. 

Legends Every Child Should Know. — Mabie. 

Legends of the Red Children. — Pratt. 

The Story of Ah. — Stanley Waterloo. 

The Sandman; His Farm ^/onV^.— William J. Hopkins. 

Bimbi. — Louise De La Rame (Ouida). 

Kindergarten Stories and Morning Talks. — Wiltse. 



OCT 8 '909 



